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SPEECH-LANGUAGE PATHOLOGY SERVICES
Shannon Hall-Mills, Ph.D., CCC-SLP
BEESS Program Specialist2011 Schools & Medicaid Conference, TampaMay 5, 2011
ROLES & RESPONSIBILITIES OF SLPS
Recent guidance from the American Speech Language Hearing Association (ASHA; 2010): http://www.asha.org/SLP/schools/prof-consult/guidelines.htm Highlights key roles and responsibilities of the school-based SLP
Among the SLP’s range of responsibilities: Compliance –based duties, including Medicaid billing
Related Resources from ASHA: Medicaid Primer (in Special Interest Division newsletter) ASHA Schools Finance Committee Presentation (2010):
http://convention.asha.org/annual/2010/speaker_handouts.cfm(search for last name of speaker Deppe or Ireland)
ASHA WEB SITE RESOURCES
• Frequently Asked Questions…and Answers!!!• Info re: “under the direction/supervision of”
• Medicaid Billing Facts
• IDEA & Medicaid Side by Side
• Medicaid & 3rd Party Payments in Schools
• Flowchart of Medicaid Funds
ASHA School Funding Advocacy:http://www.asha.org/advocacy/schoolfundadv
SPEECH-LANGUAGE SERVICES & MEDICAID Chapter 4: Speech-language pathology services involve:
evaluation and treatment of speech and language disorders Services include evaluating and treating disorders of:
verbal and written language articulation, phonology voice fluency, mastication deglutition cognition communication (including the pragmatics of verbal communication) auditory or visual processing memory comprehension and interactive communication use of instrumentation, techniques, and strategies to remediate and
enhance the student’s communication needs, when appropriate. oral pharyngeal and laryngeal sensorimotor competencies
From School Match Handbook (January, 2005)
BEFORE IDEA 2004
Goals, Objectives, & Benchmarks: Prior to July 1, 2005, IDEA required that all annual IEP goals have measurable short term objectives or benchmarks.
Short-term objectives were defined as breaking "the skill described in the annual goal down into discrete components“,
Benchmarks were described as "the amount of progress the child is expected to make within specified segments of the year" (IDEA 1999 Regulations, Appendix A, Question 1).
IDEA 2004 The IEP must include the following elements for
all children. Present levels of performance, Measurable annual goals, including academic &
functional goalsmeasurable benchmarks or objectives for some
students*
Statement of needed special education & other services
300.320, CFR, Definition of individualized education program
Additional pieces for transition goals for older students (>age 16)
IDEA 2004
Beginning July 1, 2005 short-term objectives or benchmarks are required only on the IEPs of those students who are assessed (under No Child Left
Behind) using alternate standards rather than grade level standards.
For other IEPs, short-term objectives or benchmarks are no longer mandated.
However, there are compelling educational and legal reasons to continue to use them.
300.320, CFR, Definition of individualized education program
PURPOSES OF SHORT-TERM OBJECTIVES
Purpose of objectives and benchmarks is to assess progress.
Periodic Progress Reports are required: IEP must still reflect how progress will be assessed and
how often.
IDEA case decisions from recent years reflect the critical role of objectively measured progress in the education of children who have disabilities.
Medicaid requires objectives be in plans of care.
EVALUATIONS
WHAT MEDICAID REQUIRES WHAT SBE RULE 6A-6.0331, FAC, REQUIRES
Determine student’s level of functioning & competencies through professionally accepted techniques.
Use evaluation to develop baseline data to identify the need for early intervention & address the student’s functional abilities, capabilities, activities performance, deficits and limitations.
Students suspected of having a disability are subject to general education intervention procedures.
gather relevant functional, developmental, and academic information
decisions re: eligibility & educational program needs cannot rely solely on one measure
Instruments/measures used: variety of measures technically sound culturally & linguistically sensitive administered by appropriate personnel administered per intended purpose (reliability
& validity) tailored to assess specific areas of
educational need accurately reflect the student’s aptitude or
achievement level provide relevant information to determine
educational needs Cover all areas related to a suspected
disability sufficiently comprehensive to identify all ESE
needs (whether or not commonly linked to the disability category in which the student is classified)
SPEECH & LANGUAGE EVALUATION REQUIREMENTS PER SBE RULES
SBE Rules (Effective July 1, 2010) specify the minimum evaluation components required for speech and language evaluations SBE Rule 6A-6.03012, F.A.C., Exceptional Education
Eligibility for Students with Speech Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Speech Services
SBE Rule 6A-6.030121, F.A.C., Exceptional Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services
MINIMUM EVALUATION COMPONENTS (SI)
Speech Sound Disorders
(SSD)
Fluency Voice
Information gathered
Observation(s) (>2)
Oral mechanism exam
Other >1 Standardized,
NR measure for Artic/Phon
Assess 4 areas; Speech sample (300-500 words)
Medical report of laryngeal structure &
function
Eva
luat
ion
Com
pon
ent
Disorder Type
MINIMUM EVALUATION COMPONENTS (LI)
PK K-12
Information gathered
Observation(s)
Standardized, norm-referenced instrument(s)
Other N/A Data review of interventions &
student response
Grade Level
Eva
luat
ion
Com
pon
ent
CONTACT INFORMATION
Shannon Hall-Mills Phone: (850) 245-0478 Email: [email protected]
Links: http://www.fldoe.org/ese/li.asp http://www.fldoe.org/ese/si.asp