Speech-Language Services In Arizona Schools: Guidelines .

Arizona Department of EducationDiane M. Douglas, Superintendent of Public InstructionExceptional Student ServicesArizona Technical Assistance System(AZ-TAS)Speech-Language Services in Arizona’s Schools:Guidelines for Best Practice

Speech-Language Servicesin Arizona’s Schools:Guidelines for Best PracticesSeptember 2016

Table of ContentsIntroduction . iAcknowledgements .iiCommonly Used Acronyms . . . .iiiOverview of School-Based Speech-Language Pathology. 1Role of the School-Based Speech-Language Pathologist/Technician. 1Federal and Arizona Definitions of Students with Disabilities. 1Speech-Language Pathologists/Speech-Language Technicians . 4Speech-Language Pathology Assistants (SLPAs) . 7Substitutes and Vacancies . 9Supervision and Mentoring . 10Recruiting and Retaining Qualified Speech-Language Pathologists andSpeech-Language Technicians . 11Evidence-Based Practice . 14Overview of Evidence-Based Practice . 14Documentation and Data Analysis. 17Evaluation of Outcomes. 19Assessment and Evaluation. 21Comprehensive Assessment . 23Speech-Language–Specific Data Collection: SLP Probes, Tests,and Measures . 28Norm-Referenced Tests and Measures of Speech-Language Skills . 35Educational Impact of the Speech-Language Impairment . 42The Speech-Language Evaluation Report . 43Primary Eligibility vs. Related Service . 44Individualized Education Program (IEP) Development . 46Present Levels of Academic Achievement and Functional Performance . 47Measurable Annual Goals . 47Specially Designed Instruction . 48Accommodations, Modifications, and Supports for School Personnel . 49Postsecondary Transition . 49Reviewing the IEP and Reporting Progress . 49Reevaluation . 51Terminating Services . 51Preschool Transition and Private Schools . 53Transition from Early Intervention . 53Private School Students with Disabilities. 53Delivery of Services . 55Service Delivery Methods . 56Scheduling, Service Delivery, and IEPs. 61General Education Initiatives . 63Caseload Establishment . 64Special Topics . 65Literacy Development . 65Linguistic and Cultural Diversity . 66

Additional information may be found in the American Speech, Language, and HearingAssociation’s Policy Documents Regarding English Language Learners in the Schools. . 71Dysphagia . 80(Central) Auditory Processing Disorders . 82Assistive Technology . 87Telepractice. 91Medicaid Reimbursement in the Public Schools . 99Appendices . 104APPENDIX A: Web Resources . 104APPENDIX B: ASHA’s School Services Frequently Asked Questions . 106APPENIX C: ASHA’s Ethics Q & A for School-Based Speech-Language Pathology Practice . 108APPENDIX C:Speech and Language Assessment Terms . 109APPENDIX D:Speech-Language Sample Screening Forms . 112APPENDIX E:Comprehensive Communication Assessment System. 115APPENDIX F:Additional Forms and Checklists . .138

Speech-Language Services in Arizona Schools: Guidelines for Best PracticeIntroductionThe development of communication skills is important for all students and can impact schoolsuccess. 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 generaleducation teams. SLPs/SLTs may serve students directly or work with educators and families toaddress 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 worktogether to serve students in Arizona.Further, these guidelines are provided to promote consistency within Arizona local educationagencies (LEAs) in determining student eligibility or when considering dismissal for speechlanguage 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 publiceducation (FAPE). No individualized education program (IEP) team may use these guidelines asthe sole factor in determining whether a student is eligible for special education under thecategory of speech-language impairment, nor in determining whether speech services arenecessary as a related service, nor should a team use these guidelines to determine the lengthor duration of speech-language therapy provided.The Department of Education’s Arizona Technical Assistance System (AZ-TAS), as well as otherADE guidance documents, should be used in conjunction with these guidelines. Click on thelinks 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 provideassistance in understanding information provided in this and other department resources.Additional information may be found on the ADE website at: www.azed.gov.i P a g e

Speech-Language Services in Arizona Schools: Guidelines for Best PracticeAcknowledgementsThe Department of Education would like to express its appreciation to the following people fortheir work on these guidelines:Mary Alt, PhD, CCC-SLPCatherine Bacon, MA, CCC-SLPCrystal Brooks, MA, CCC-SLP**The University of ArizonaArizona State UniversityTherapy Time/The ClubhouseJan Cawthorne, EdDCarter Davidson, EdDLeah Fabiano-Smith, PhD,Director of Special EducationMesa Public SchoolsDirector of Special EducationAlhambra Elementary School DistrictCCC-SLPThe University of ArizonaKim Farinella, PhD, CCC-SLPLaurene Flitner, MS, CCC-SLPGuy Garcia, MA, CCC-SLPNorthern Arizona UniversityMesa Public Schools (retired)VOCES Bilingual Speech TherapyAmy Hill, MA, CCC-SLP**Jill Hoover, MEdLisa Kathman, MS, CCC-SLPEstrella Community CollegeLearn It SystemsDirector of Special EducationOsborn Elementary School District(former)Mesa Public SchoolsMary Keeney, MA, CCC-SLP*Jeffrey Meeks, EdD, CCC-SLP**Leslie Readyhough, MA, CCC-SLPArizona Department of EducationExceptional Student ServicesSpecial Education DirectorHolbrook Unified School DistrictAlhambra Elementary SchoolDistrict (former)Lori Taniguchi, MA, CCC-SLPDeanna Wagner, MS, CCC-SLPTucson Unified School District(retired)Madison Elementary School District* Steering Committee Chair** Steering Committee MemberIn addition, the following individuals at the Arizona Department of Educationprovided valuable assistance in their review of this document:Tracy FaulknerKacey GregsonNancy NowlinProgram SpecialistDirector of Dispute ResolutionProgram SpecialistJudy OlaizJeffery StuderAlissa TrollingerAdministrative AssistantProgram SpecialistDirector of Special ProjectsMartie ShraderGraphic Designer, cover designii P a g e

Speech-Language Services in Arizona Schools: Guidelines for Best PracticeCommonly Used AcronymsAACAugmentative and AlternativeCommunicationABAApplied Behavioral AnalysisADEArizona Department of EducationAHCCCSArizona Health Care CostContainment SystemALTCSArizona Long Term Care SystemAPD(Central) Auditory ProcessingDisorderA.R.S.Arizona Revised StatutesArSHAArizona Speech-LanguageHearing AssociationASDAutism Spectrum DisorderASHAAmerican Speech-LanguageHearing AssociationATAssistive TechnologyAZCCRSArizona’s College and Career ReadyStandardsBICSBasic Interpersonal CommunicationSkillsCALPCognitive Academic LanguageProficiencyCCCCertificate of Clinical Competence(granted by ASHA)CFClinical Fellowship (supervised workexperience after an applicantcompletes master’s degreerequirements; required for CCC)DESDepartment of Economic SecurityDHSDepartment of Health ServicesDSMDiagnostic and Statistical ManualEBPEvidence-Based PracticesEIEarly InterventionELLEnglish Language LearnerESSExceptional Student Services at theArizona Department of EducationFAPEFree Appropriate Public EducationFERPAFamily Educational Rights andPrivacy ActFMFrequency-ModulatedHzHertz (measure of a sound’sfrequency)ICD-10International Classification ofDiseases, 10th revision, ClinicalModification (standardized listingof descriptive terms and identifyingcodes for reporting diagnoses andmedical services performed)IDIntellectual Disability (formerlymental retardation)IDEAIndividuals with DisabilitiesEducation ActIEPIndividualized Education ProgramIFSPIndividualized Family Service Plan(treatment document for childrenreceiving services through EI)CLDCulturally and Linguistically DiverseLEPLimited English ProficiencyC.F.R.Code of Federal RegulationsLRELeast Restrictive EnvironmentdBHLdecibels, measured in hearing level(measure of a sound’s loudness)L1DDDDivision of DevelopmentalDisabilitiesiii P a g eFirst language of a childL2Second language of a childMBSSModified Barium Swallow Study

Speech-Language Services in Arizona Schools: Guidelines for Best PracticeMTSSMulti-Tiered System of Supports(formerly known as RtI)NBPTSNational Board for ProfessionalTeaching StandardsPLAAFPPresent Levels of AcademicAchievement and FunctionalPerformanceRtIResponse to InterventionSLISpeech-Language ImpairmentNOMSNational Outcome MeasurementSystem (developed by ASHA)SLPSpeech-Language PathologistLEAPublic Education Agency (district orcharter school)SLPASpeech-Language PathologyAssistantPHLOTEPrimary Home Language OtherThan EnglishSLTSpeech-Language TechnicianSRSSeverity Rating ScaleU.S.C.United States Codeiv P a g e

Speech-Language Services in Arizona Schools: Guidelines for Best PracticeOverview of School-Based Speech-Language PathologyRole of the School-Based Speech-Language Pathologist/TechnicianThe focus of the school-based speech-language pathologist/technician is to address the speech,language, and communication disorders that impact a student’s access to curriculum. Theschool-based SLP’s goal is to remediate, improve, or alleviate student communication andswallowing problems within the educational environment. A school-based SLT may not addressswallowing problems. To meet these goals, school-based speech-language pathologists andtechnicians:a. prevent, correct, improve, or alleviate articulation, fluency, voice, language(SLP/SLT), and swallowing impairments (SLP only);b. reduce the functional consequences of the communication and swallowingdisabilities by promoting the development, improvement, and use of functionalcommunication skills; andc. provide support in the general educational environment to lessen the handicap (thesocial consequence of the impairment or disability) by facilitating successfulparticipation, socialization, and learning (ASHA, 1999).Federal and Arizona Definitions of Students with DisabilitiesArizona Revised Statues §15-761 defines each disability category that may entitle a student tospecial education services. Definitions for speech/language impairment are cited below. Toread the definitions for all other disabilities (autism; developmental delay; emotional disability;hearing impairment; other health impairment; specific learning disability; mild, moderate, orsevere intellectual disability; multiple disabilities; multiple disabilities with severe sensoryimpairment; orthopedic impairment; preschool severe delay; traumatic brain injury; and visualimpairment), please click here.34. “Speech/language impairment”:a. For a preschool child, means performance on a norm-referenced language test thatmeasures at least one and one-half standard deviations below the mean for children ofthe same chronological age or whose speech, out of context, is unintelligible to alistener who is unfamiliar with the child. Eligibility for a preschool child under thissubdivision is appropriate only when a comprehensive developmental assessment andparental input indicate that the preschool child is not eligible for services under anotherpreschool category or under the developmental delay category. If there is a discrepancy1 P a g e