SLP Non-Teaching Exam 232

Americans with Disabilities Act of 1990

P.L. 101-336. Bans discrimination of handicapped individuals for employment, public services, and accommodations. Includes adults and children not covered by other legislation. Updated in 2008.

Individuals with Disabilities Education Act (IDEA)

A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students. Service delivery from ages 3-21 years.

IDEA Components

Free Appropriate Public Education (FAPE)

Least Restrictive Environment (LRE)

Individualized Education Program (IEP)

Due Process

Nondiscriminatory Assessment

Parental Participation

No Child Left Behind Act (2001)

States must adopt education accountability standards

States must annually test students

Sanctions against schools that fail to meet adequate yearly progress

Every Student Succeeds Act (ESSA)

main law for K-12 public education in the United States, replaced No Child Left Behind, purpose is to make sure public schools provide a quality education for all kids, gives states a say in how schools account for student achievement, including disadvantaged students

multidisciplinary team

a group of professionals who work separately and independently, they come together to report assessment results and intervention outcomes from the perspective of their own discipline, do not engage in joint planning or intervention

interdisciplinary team

a group of professionals that discuss and share perspectives to set goals and identify intervention priorities (joint planning), they collaborate and communicate for assessment and intervention, aim to provide less fragmentation of services

transdisciplinary team

a group of professionals from different disciplines who function as a team and individuals trained in various disciplines take on aspects of each others' roles, all duties are shared, blend professional boundaries

primary prevention

alter conditions to reduce new occurrences and aims to prevent disease or injury before it ever occurs (e.g., warn mothers about the dangers of drinking when pregnant)

secondary prevention

early identification to reduce long term functional limitations and reduce the impact of a disease or injury that has already occurred, this is done by detecting and treating disease or injury as soon as possible to halt or slow its progress (e.g., early identification of HL)

tertiary prevention

remediating current problems and limiting further ones after they have appeared and helping people manage long-term, often-complex health problems and injuries (e.g., assessment and intervention)

Education plans under ESSA

states get to decide the education plans for their schools within a framework provided by the federal government, the law also offers parents a chance to weigh in on these plans

Response to Intervention (RTI) is sometimes interchanged with _________

Multi-Tiered System of Support (MTSS)

RTI/MTSS

instructional framework that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction (the framework can be used for literacy, math, or positive behavior supports)

Tier I of RTI/MTSS service

Universal Instruction--implemented by classroom teachers, frequent progress monitoring, consultation with child study teams

Tier II of RTI/MTSS

Targeted Interventions--small group interventions added to universal instruction, progress monitoring continues

Tier III of RTI/MTSS

Specialized Treatments--intensive, individualized support, varied professionals address areas of limited progress, progress monitoring continues

What happens after Tier III of RTI/MTSS?

A SPED evaluation is next if students don't make enough progress in Tier 3, but they reach this point with lots of documentation and data from the MTSS process can be helpful when developing an IEP

Transition planning to post-school

Required beginning with the IEP that will be in effect on the child's 14.5th birthday, from that point, measurable postsecondary goals must be related to: training, education, employment, and independent-living skills (where appropriate) (law requires the IEP team to invite the child to meetings where transition planning is discussed)

What is the purpose of Common Core State Standards (CCSS)?

to ensure that all students are prepared for college and the work force AND to ensure consistency and quality throughout the educational systems across state boundaries

What is reading fluency?

Accurate and effortless decoding (automaticity)

Age or grade-level appropriate reading rates

Appropriate use of volume, pitch, juncture, and stress (prosody or expression)

Appropriate use of text phrasing or "chunking," leading to comprehension of what one reads

Phonemic awareness

The ability to hear, identify, and manipulate the individual sounds, phonemes, in oral language

Representation of phonemes one perceives (e.g., sop/stop)

Alphabetic principle

An understanding that letters and letter patterns represent the sounds of spoken words

Knowledge of letter names

Orthographic knowledge

Phonics

ability to convert phonemes to graphemes & vice versa, association of letter patterns with spoken syllables

Morphemic knowledge

meaning of words in its smallest form (morphemes) and how they change when making compound words or using suffixes and prefixes

School age discourse level skills

Social interaction and classroom discourse

Narrative discourse

Executive control and self-regulation discourse

Interventions for classroom discourse

Group mini-lessons / small group discussions (hand raising when answering questions, listening in the classroom, making a personal plan)

Typical intervention for social interaction

Direct instruction (working on specific verbal abilities isolated intervention)

Structured situations (peer models)

Combinations (model, analyze, practice)

Intervention for narrative discourse

identify current level and scaffold to next higher level (comment, show interest in information that appears to be missing, help child to elaborate ideas)

Example narrative and expository intervention materials

Story map, graphic organizers, KWL charts, POSSE strategy

Teachers actively teach about ______ new curricular words per year

200

Students learn more like _________ words per year

3,000

Intervention ideas for vocabulary

Semantic Feature Analysis, word web, word walls

ASHA's definition of a culturally competent clinician

one who has achieved acceptance and respect for cultural difference, continues to engage in self-assessment regarding culture, pays careful attention to the dynamics of difference, works to achieve continuous expansion of cultural knowledge and resources, and employs a variety of adaptations to service models

simultaneous bilingualism

learning two languages at the same time, typically both languages introduced prior to age 3

sequential bilingualism

a second language introduced after age 3, at which time some level of proficiency has been established in the primary language (also referred to as successive bilingualism or second language acquisition)

dual language learners

individuals learning two languages simultaneously from infancy or who are learning a second language after the first language

english language learners (ELLs)

language minority students in the United States who are learning English, the majority language, for social integration and educational purposes

Myths about bilingual children

Learning two languages is too confusing.

It's impossible for a child to learn Spanish if only one parent speaks it.

Bilingual children struggle in school.

Kids automatically pick up Spanish if they hear it from their parents.

Multiple languages cause more delays in speech for children with autism.

According to ASHA, monolingual SLPs can do what when working with students who speak a different language?

Test in English

Perform Oral-peripheral exams

Conduct hearing Screenings

Complete nonverbal assessments

Conduct family interviews with appropriate support personnel

Research a client's culture and culture

Advocate and refer

Family Centered Practices

Family members/caretakers understand the purpose of each assessment or intervention session and involve them in decision making

Match assessment/intervention goals to family priorities

Allow time for questions after each session

Research language and culture of each client and make use of culturally appropriate practices

Team up with people from the cultural community who can act as both language and cultural interpreters

Language difference

a rule-governed language style that deviates in some way from the standard usage of the mainstream culture, but it is not indicative of a limitation in the capacity to learn language

Children with CLD may be _______________ and _______________

over-identified and under-identified

Language disorders may be under-identified in ELLs because...

practitioners may attribute poor language to the process of acquiring an additional language and thus may wait for children to become proficient in English before language impairment is diagnosed

Language disorders may be over-identified in ELLs because of an

of an over-reliance on standardized tests that are often plagued by biases that reduce their validity for assessing these children fairly

In 2006, ASHA stated that the prevalence of communication disorders in CLD populations should be no higher than.....

in English-only populations (around 7%)

__________ makes provisions for ensuring that over-identification of minority populations is not occurring in the schools

IDEA

If an English standardized test is adapted or translated to the language of the child, it is ________________

no longer a standardized test, but it can tell us strengths/weaknesses

If we adapt a criterion referenced test to the language of the child it will ________________________

NOT tell us if the child is significantly different from other children (no longer standardized), but it can tell us what forms and functions the child uses/understands

If a norm-referenced test is adapted in any way, then _______________________

norm-referenced scores cannot be used

Aural Rehabilitation

Efforts designed to restore a lost state or function (with acquired hearing loss) after the development of spoken language to achieve better communication & minimize the resulting difficulties

Goals of AR

Enhance the activities & participation of the person to improve quality of life

Achieve adequate receptive and expressive communication

Person can actualize their own resources to meet their unique life situations

Person can accept and come to terms with any residual problems associated with HL

Procedures involved in AR

Use of devices to minimize the hearing loss

Teach strategies and problem solving to help the individual overcome interpersonal, psychosocial, educational, and vocational difficulties

Strategies to overcome strategies of HL

Speechreading/lipreading

Auditory training

Counseling

Who provides AR?

Team approach, Audiologists & SLPs, Educators, Psychologist, Social Worker (people who assume the main role are the SLP and audiologist)

With AR, the audiologist will do ________, while the SLP will do __________

audiologist-- counseling and fitting

SLP-- majority of AR

Aural Habilitation

remedial efforts with children having hearing loss at birth

Where is AR provided?

Pre-school programs, Regular schools & resource rooms, Residential schools, University clinics, Military facilities, ENT clinics, Hospital clinics, Private Practices, Hearing aid dealerships, Nursing homes

Hearing loss

the degree of hearing ability

Hearing handicap

refers to interference in communication that results from a hearing loss

The greater the degree of HL, the greater the ____________

degree of hearing handicap

The greater the degree of hearing handicap is greater in ___________ when the loss occurs before the development of language

younger children

Congenital or Pre-lingual HL

at birth, great negative impact on language

Sudden catastrophic HL

great psychological impact

Acquired or Post-lingual HL

may be very little impact on language

Gradual/progressive HL

person gradually adjusts to loss

Conductive HL in children may have significant long-term effects on _____________________

speech and language

Cochlear/sensorineural HL will ___________________ in children

impact speech and language development

Central HL in children will result in _______________________

normal or near normal hearing, but extremely poor speech discrimination (especially in noise), short attention span/behavior problems, delayed language, impacts speech and language development of child

The most devastating effect of HL in children is ___________________

impact on oral communication (children with severe-profound HL, without CI, generally do not develop speech & language normally because not exposed to language)

Hearings aids do not ______________________________

fix the nerve/hearing loss (not a cure), they elevate the hearing deficits

_______________ HL will be more successful with HAs because there is no nerve damage

Conductive

Types of Hearing Aids

behind the ear (BTE)

in the ear (ITE)

in the canal (ITC)

completely in the canal (CIC)

4 main parts of a HA

Speaker/receiver

Battery

Microphone (most have 2)

Computer chip (nowadays digital, no longer analog)

Controls/features on a HA

Volume Control

On-off switch (MTO switch, M microphone, T telecoil, O off) (Telecoil is used on a telephone or paired with loop systems)

Directional Microphone & Primary Microphone

Types of HA fittings

Monoaural (only 1 ear is fit)

Binaural (both ears fit)

CROS (one normal ear, one dead/unaidable ear)

BICROS (one impaired/aidable ear, one dead/unaidable ear)

Advantages of binaural hearing

Better sound localization

Better speech discrimination in quiet & noise

Better sound quality

Better sound sensitivity

What do cochlear implants do?

restore functional hearing loss (replace hearing) (stimulates the damaged inner ear)

Benefits of CIs for children

Improved environmental awareness (sound, music, pertinent sounds)

Improved hearing of language (development of spoken language, expressive & receptive, better communication)

Improved hearing in the classroom (better participation, academic performance)

What is the rationale for CIs?

If a person does not benefit from a HA, then they need technology to access sound & language

Candidate requirements for CI

Must be at least 12 months old with profound HL in both ears, receive little to no benefit from HAs, no medical contraindications, appropriate expectations/motivations, access to rehabilitation services & follow up

CI Process

Determination of Candidacy

Family Counseling

Patient goes through pre-training

Surgery (takes about 1 ½ hours)

Hook-up (1st and 2nd mapping)

Intensive AR

What does intensive AR after cochlear implant emphasize?

Auditory stimulation & Auditory Verbal Training

CI Therapy for Children

CI is programmed and monitored at CI center

AR therapy at client's schools or local audiologists/SLPs

Coordination effort of all professionals & parents

Teachers & SLPs need to check and troubleshoot CIs

Use same teaching techniques that were used prior to CI

Need rich, repetitive spoken language

Parents need to be involved

Law 303.303

Each public agency shall ensure that assistive technology devices, services, or both are made available to a child with a disability if required as part of the child's (a) Special Education, (b) Related services, or (c) Supplementary aids and services

Why do we need FM systems in classrooms?

Distance

Background noise

Signal to noise ratio

Limitations of HAs (amplify all sounds including background noise)

If signal is 65 and noise is 50, the S/N is _______

15 dB (Normal hearing requires +15 dB (minimum 10), Hearing impaired requires +25 dB)

Components of FM system

Transmitter microphone (teacher worn)

Receiver (student worn)

Student's receiver must be on the same channel as the transmitter in order to receive the speaker/teacher's voice, FM systems in different classrooms must be on different channels (at least 3 channels apart so there is no bleed over)

Who will benefit from classroom amplification?

Hearing impaired, APD, ADHD, Chronic conductives, Children with English as a second language, Normal hearing, Teacher

Advantages of classroom amplification

Excellent S/N Ratio

Produces a consistent level of speech throughout the classroom

Requires no cooperation from the child

Does not draw attention to a particular child

Equipment is easy to use/install

Low malfunction rate

Excellent acoustics for all children in the classroom

Can be used in conjunction with Personal FM

What are functional outcomes?

IDEA, intervention must be linked to core curriculum and proficiency in core subjects

Direct (intended) outcomes

planned behavioral changes

Indirect (unintended) outcomes

unanticipated new and appropriate change

What are functional communication measures (FCM)?

comprehensive set of functional outcomes measuring 15 different language and communication areas

3 concepts that drive service delivery

Dynamic-changes as student changes

No one service delivery model used exclusively

Collaborate with parents and other providers

3 macro delivery system

Direct instruction

Conventional Therapy

Co-teaching Model

What is included in an IEP?

Present levels of performance

Annual Goals and how progress will be updated/shared

Related services (frequency, duration, location (inside or outside of special education or regular education)

General education curriculum access Languages/modes of communication

Accommodations/modifications/supports for classroom, transportation, building, school functions Assessments and accommodations

Assistive Technology (if required)

Training/support for staff and parents

ESY (Extended School Year)

When student turns 14.5 yo, must include transition planning (post secondary plans and services)

Placement

Child Find

School districts are responsible for actively finding, identifying, and evaluating students who might need special education services or who are English language learners (Annual screeners (under age of 5), Kindergarten screener, Ongoing review of all students)

Reevaluations are required how often for IEP/special ed services?

every 3 years

Evaluations for a CLD child should be done how?

in their native language