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Issues and Strategies for Measuring Outcomes for Children with “Speech-Only’ Eligibility

Explore assessment frameworks, process, and approved tools for children with speech delays, emphasizing parental involvement and authentic assessment. Address challenges and strategies for successful outcomes measurement. 8 Relevant

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Issues and Strategies for Measuring Outcomes for Children with “Speech-Only’ Eligibility

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  1. Issues and Strategies for Measuring Outcomes for Children with “Speech-Only’ Eligibility Jim J Lesko, Ed.D. Delaware Department of Education jlesko@doe.k12.de.us

  2. Assessment Framework for Children with Preschool Delays • Delaware uses the Child Outcome Summary Form • Multiple sources of information/data are used to determine each child’s COSF rating • Approved list of measurement tools • Children with disabilities other than PSD assessed with comprehensive curriculum measure aligned with state EC guidelines • Measurement typically involves 2 or more on team

  3. Assessment Framework for Children with Preschool Delays • Recognize that the SLP may be the only person that completes the ratings • Emphasis on parent involvement as an important source of data on other areas of development • Emphasis on other care/education practitioners as an important source of data on other areas of development • Measurement occurs at entry, every spring and exit

  4. Challenges • Sheer numbers on caseloads • Authentic assessment parameters • Lack of opportunity for observation • “Expertise” area is speech and language

  5. Process Framework for Outcome 1 and 3 • SLP will administer one of four possible assessment instruments to obtain pre/post developmental information • Assessment instruments fall into 2 categories • Parent Survey • Interview Measure • Therapist chooses either parent survey or interview measure

  6. Approved Instruments • Outcome 1 and 3 Tools • Parent Surveys • Ages and Stages Questionnaire and • Ages and Stages Social/Emotional Quest. • Or Child Development Inventory • Interview Tools • Vineland Scales II • Adaptive Behavior Assessment System • Outcome 2 Tools • Appropriate speech assessment tools such as the Goldman Fristoe Test of Articulation, Language Samples

  7. Process • The state has made the assumption that children identified as preschool speech delayed are not presenting developmental issues in other areas – hence the use of surveys and questionnaires • We are also going with the assumption that parents and/or EC practitioners are fairly accurate reporters of their children’s development

  8. Process • We have worked with SLPs to monitor the survey responses and identify when red flags are raised • When red flags occur the SLP refers the child/family for further investigation or develops a close monitoring plan • ie., child presents with red flag in behavior and child has severe articulation concern • ie. – child presents with red flag in language or motor and has moderate articulation concern

  9. Process • Literacy levels of families is a concern with the surveys • Return rate of surveys is a concern • Few complaints from SLPs on the process seen as a success • Assessing children that are English language learners remains a concern

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