Edison
Speech
Language
Specialist
100
When do I need to give more than one test?
For an initial evaluation. You may also want to consider using a second measure when the student presents with needs in multiple areas of language, or when the scores you obtained are borderline and you do not have adequate functional data to support your decision
100
T/F I can use the CELF Core language score as my 1 comprehensive measure
FALSE
See N.J.A.C. 6A:14 - 3.5 p. 75
100
T/F: The TAPS cannot be used to determine eligibility
False. Statement from NJSHA: “The TAPS-4 may be used as a second test when SLSs feel it is appropriate (e.g., when a student does poorly on recalling sentences in a comprehensive test, when critical thinking skills are weak, when phonological awareness skills are weak). The TAPS-4 is not a comprehensive test of receptive and expressive language and should not be used as such.”
100
T/F: Subtest scores such as Word Classes, formulating sentences, and Following Directions on the CELF-5 can stand alone as standardized score that is used to determine eligibility.
True
200
Name a testing procedure that is not a standardized assessment
Examples: Language sample, phonemic awareness inventory, criterion referenced measures, phonetic inventory, behavioral checklists, etc.
200
T/F: A student can be eligible for CI in just the area of pragmatics?
True. N.J.A.C. 6A:14-3.5 “Communication impairment” means a language disorder in the areas of morphology, syntax, semantics, and/or pragmatics/discourse that adversely affects a student's educational performance and is not due primarily to an auditory impairment. The problem shall be demonstrated through functional assessment of language in other than a testing situation and performance below 1.5 standard deviations, or the 10th percentile on at least two standardized language tests, where such tests are appropriate, one of which shall be a comprehensive test of both receptive and expressive language
200
T/F: the criteria to be eligible for speech as a related service is different from the eligibility criteria for CI.
False
A child who is classified under another category can receive speech as a related service if they also meet the criteria for CI.
200
T/F: Subtest scores such as Receptive Vocabulary, Idiomatic Language, and Sentence Comprehension on the CASL-2 can stand alone as standardized score that is used to determine eligibility.
True
300
T/F: It is best practice to administer a vocabulary test such as E/ROWPVT or PPVT as the second standardized measure for all students.
False. Statement from NJSHA: “Once a comprehensive test is administered, it is recommended SLSs look at the subtests or individual tests that compose composite/index/core scores and decide what test to give next. Look at standard scores of 85 and below and scaled scores of 7 and below.” Let your data drive your decision!
300
Is it is at or below the 10th percentile?
The law says below the 10th percentile. But that includes scores of 10% and below. No score is ever an exact number. We must consider that their true score falls within the confidence interval
300
During an initial evaluation, if the student receives a low score on the Pragmatics Profile of the CELF-5, what test could you use as a second measure?
TOPL, TOPS, etc.
300
T/F: subtest scores such as Sentence Combining and picture vocabulary on the TOLD:P or TOLD:I can stand alone as standardized score that is used to determine eligibility.
False, unfortunately each subtest cannot stand alone, only the index/composite scores can do that.
400
T/F: If a student is referred for an ESLS evaluation, you can also assess language.
False. According to N.J.A.C 6A:14, When a student has been determined eligible for speech-language services and other disabilities are suspected or other services are being considered, the student shall be referred to the child study team
400
T/F: A score of 77 or below on the GFTA-2 will make a child eligible for ESLS.
False. The evaluation for a speech disorder shall be conducted pursuant to N.J.A.C. 6A:14- 3.4(g). Documentation of the educational impact of the speech problem shall be provided by the student's teacher. The speech disorder must meet the criteria at (b)1, 2, and/or 3 below and require instruction by a speech-language specialist: 1. Articulation/phonology: On a standardized articulation or phonology assessment, the student exhibits one or more sound production error patterns beyond the age at which 90 percent of the population has achieved mastery according to current developmental norms and misarticulates sounds consistently in a speech sample.
400
Percentile ranks or standard scores which one matters?
Percentile ranks are easier to gauge rather than standard score in that the law says eligibility is base on below the 10th percentile. ( Yes, that means the 10% is included in those score ranges according to the code )
400
If I have scores that don’t align across 2 measures, what do I do next?
Give a third measure to determine which scores align.