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Speech/Language Impairment - Coggle Diagram
Speech/Language Impairment
Definition: a communication disorder in the area of articulation, voice, fluency, or language that adversely affects a child's educational performance
Criteria
Articulation
satisfactory vision/hearing screening results
errors are primarily characterized by substitutions, distortions, additions, and omissions
children who exhibit a tongue thrust are not eligible unless they also exhibit an articulation disorder
criteria not met if sole disability is an abnormal swallowing pattern
criteria not met if it is as a result of dialectual patterns or second language acquisition patterns
Voice
satisfactory vision/hearing screening results
child's voice is abnormal in vocal quality, pitch, loudness, resonance and/or duration and is inappropriate for the child's age and gender
disorder not the result of a temporary problem
Fluency
satisfactory vision/hearing screening results
abnormally dysfluent speech is observed during conversation and/or structured speaking tasks
child's ability to communicate is adversely affected by the disorder
Language
satisfactory vision/hearing screening results
syntactic, morphologic, semantic, and/or pragmatic errors are observed and child's ability to comprehend or use spoken language is adversely affected
total language score or quotient of at least two standard deviations below the mean on a standardized comprehensive language test containing both receptive and expressive components must be obtained
Evaluations required
Articulation/phonological disorder
minimum of one standardized or formal measure that assesses the child's articulation/phonological skills
written documentation of a stimulability assessment
written documentation of the impact of intelligibility on connected speech
written documentation of an examination of oral structures and functioning
written documentation that the child's articulation skills adversely affect his or her involvement and/or progress in the general education curriculum and/or environment
Voice Disorder
minimum of one formal measure that assesses the child's pitch, loudness, quality, inflection, and resonance
written description of the child's voice patterns in a variety of tasks, in a minimum of two separate settings
medical evaluation by a physician
written documentation from the child's teacher that the voice disorder adversely affects his or her involvement and/or progress in the general education curriculum and/or environment
summary of all required evaluations must be included on the eligibility report
Fluency disorder
minimum of one formal measure that assesses the child's dysfluency patters
written description of the child's speaking patterns in more than one speaking task and in more than one setting
interviews with the child, teachers, and/or parent, documenting strengths and concerns regarding the disorder
written documentation from the child's teacher that the disorder adversely affects his or her involvement and/or progress in general education curriculum
summary of all required evaluations must be included on the eligibility report
Language disorder
total language standard score or quotient of at least two standard deviations below the mean
written documentation from the child's teacher that the impairment adversely affects his or her involvement and/or progress in the general education curriculum and/or environment
summary of all required evaluations in each specific area must be included
Recognizing in the classroom
difficulty with articulation, fluency, or voice