Communication Disorder (Speech and Language Impairment):  The impairment of speech articulation, voice, fluency, or the impairment or deviant development of language comprehension and/or expression, or the impairment of the use of spoken or other symbol system that adversely affect educational performance. 

• A language impairment may be manifested by one or more of the following components of language: morphology, syntax, semantics, phonology, and pragmatics.  
  
  
• A phonological or articulation disorder involves errors in the production of the speech sounds. Articulation disorders can consist of various deviations in speech sounds at the word and sentence level, where most standardized tests evaluate or at the conversational level (coarticulated speech) where motor planning, dyspraxia, may be a factor. If deviations occur only at the conversational level and severely compromise the child’s intelligibility, the IEP can determine need for services based on the severity of the deviance from intelligible speech.

A.    A speech and language assessment administered by a speech and language pathologist, licensed by a State Board of Examiners in Speech    Pathology and Audiology or the Teacher Standards and Practices Commission, including:

        1.  When evaluating syntax, morphology, semantics or pragmatics, a representative language sample and comprehensive standardized tests that assess expression and comprehension;

        2.     When a voice disorder is suspected, a voice assessment scale; and

        3.     When a fluency disorder is suspected, an observation in at least two settings;

B.    For a child suspected of having a voice disorder, a medical statement by an otolaryngologist licensed by a State Board of Medical Examiners. For other than a voice disorder, if a medical or health diagnosis is needed, a medical statement or a health assessment statement describing relevant medical issues;

C.      An evaluation or screening of the child's hearing acuity and, if needed, a measure of middle ear functioning;

D.      An evaluation of the child's oral mechanism, if needed;

E.    Assessments to determine the impact of the suspected disability on the child's educational progress for a school-age child; or on the child's developmental progress for a preschool child;

F.   If the initial communication eligibility occurs for students age 5-9 years, a cognitive evaluation is not required as part of the eligibility determination. A cognitive evaluation must be included at least once after the student is 10 years old for an initial or reevaluation: and

G.  Additional evaluations or assessments that are necessary to identify the child's educational needs.

 H.  Voice disorder:

             1.     The child demonstrates chronic vocal characteristics that deviate in at least one of the areas of pitch, quality, intensity or resonance;

        2.      The child's voice disorder impairs communication or intelligibility; and

         3.      The child's voice disorder is rated as moderate to severe on a voice assessment scale.

     I.  Fluency disorder:

      1.  The child demonstrates an interruption in the rhythm or rate of speech which is characterized by hesitations, repetitions, or prolongations of sounds, syllables, words or phrases;

    2.  The child has a fluency disorder that interferes with communication and calls attention to itself across two or more settings; and

    3.  The child demonstrates moderate to severe vocal dysfluencies or the child evidences associated secondary behaviors, such as struggling or avoidance as measured by a standardized measure.

J.  Phonological or articulation disorder:

      1. The child's phonology or articulation is rated significantly discrepant as measured by a standardized test. The standardized test is used to determine the number of errors, types of errors ( substitutions, omissions, distortions and/or additions) and the form of the error (distinctive features, phonological process); and

      2.  A language sample or other evaluation(s) substantiates the disorder. A speech sample will determine consistency of errors, intelligibility, rate and prosody.

      3.  An intelligibility rating can be obtained by counting the intelligible words/utterances and dividing them by the total words/utterances. An intelligibility rating below 70% would be considered “very discrepant” and would qualify the child for services.

 K.  Syntax, morphology, pragmatic or semantic disorder:

      1. The child's language in the area of syntax, morphology, semantics or pragmatics is significantly discrepant as measured by standardized test(s). A significant discrepancy of more than one standard deviation between language and cognitive scores must be considered to determine eligibility. When it is suspected that the obtained full scale cognitive standard score has been unduly influenced by deficits in language it is recommended that this score not be used in a language/cognitive discrepancy comparison. Instruments, which are less influenced by language function, should be considered to obtain a more accurate estimate of cognitive functioning;

      2. A language sample or other evaluation(s) substantiates the disorder;

      3. For a child to be eligible with a syntax, morphology, pragmatic or semantic disorder, the disorder is not the result of another disability.

L.  The child's disability has an adverse impact on the child's educational performance; and

M.  The child needs special education services as a result of the disability;

N.  Dialectical Variations: It is the position of the American Speech-Language-Hearing Association that ….”no dialectical variety of English is a disorder or pathological form of speech or language. Each social dialect is adequate as a functional and effective variety of English”.

 O.  For student’s who are English Language Learners, the deficit should be evident in both their native language and English. The District or ESD special education staff should complete a Multicultural Evaluation if this is an area of concern.

 P.  The IEP team has the option of considering other factors which might not be measurable by standardized tests if the child falls within the error of measurement on standardized test scores. These factors would include:

§        A review of cumulative records

§        A review of special education records

§        A developmental history

§        Parent report of at-home behavior

§        Teacher report of classroom behavior

§        School behavioral observations

§        Student’s attitude and self reflection

A.   Articulation Note: Students must score more than one standard deviation below the mean, which is below the 15th percentile or a standard score of 84 to qualify:  

• Fisher-Logemann  
  
• Test of Articulation Competence  
  
• Photo Articulation Test 3  
  
• Arizona Articulation Proficiency Scale 3  
  
• Goldman-Fristoe Test of Articulation 2  
  
• T-MAC Test of Minimal Articulation Competence  

B.    Language (note: a global language assessment tool must be used in all initial and three year evaluations. Areas of deficit noted in the global assessment should be supported with at least one other assessment in the field of deficit. Scores must be at or below the 15th percentile or a standard score of 84 to qualify:

• Pre-School Language Scale 3
• Test of Early Language Development
• Clinical Evaluation of Language Fundamentals IV
• Test of Language Competence – Level 1 or 2
• Test of Language Development, Primary or Intermediate
• Oral-Written Language Scales
• Comprehensive Assessment of Spoken Language
• Test of Adolescent Language 3
• Detroit Test of Learning Aptitude 3  

             2.    Content Assessments (Semantics and Vocabulary):

• Assessing Semantic Skills Through Everyday Themes
• WORD-R
• Test of Expressive Semantics, Elementary or Adolescent
• Language Processing Test R
• Peabody Picture Vocabulary Test III
• Expressive One Word Picture Vocabulary Test R
• Receptive One Word Picture Vocabulary Test R
• Boehm Test of Basic Concepts
• Test of Problem Solving
• Token Test for Children
• Test of Auditory Perceptual Skills R
• Test of Word Finding
• The Listening Test
• Bracken Test of Basic Concepts II
• Comprehensive Expressive/Receptive Vocabulary Test 2  

            3.    Form Assessments (Syntax, Grammar and Morphology)

• Structured Photographic Expressive Language Test
• Test of Auditory Comprehension of Language
• Test Examination of Expressive Morphology  

            4.    Phonemic Awareness Assessments:

• Phonological Awareness Test
• Comprehensive Test of Phonological Processing
• Rosner Test of Phonological Processing