Please enable JavaScript.
Coggle requires JavaScript to display documents.
Speech/Language Impairment - Coggle Diagram
Speech/Language Impairment
Definition
Speech or Language Impairment means a communication disorder in the area of articulation, voice, fluency, or language that adversely affects a child’s educational performance.
Criteria
Fluency
(i) Evidence that vision/hearing screening results are satisfactory prior to proceeding with evaluations.
(ii) Abnormally dysfluent speech is observed during conversation and/or structured speaking tasks. Listeners are distracted by the child’s dysfluent speech and distracting concomitant behaviors may be observed. The child may exhibit fear or avoidance of speaking.
Voice
(i) Evidence that vision/hearing screening results are satisfactory prior to proceeding with evaluations.
(ii) The child’s voice is abnormal in vocal quality, pitch, loudness, resonance and/or duration and is inappropriate for the child's age and gender. Deviance is noticeable and distracting to any listener. The disorder adversely affects communication.
Language
(i) Evidence that vision/hearing screening results are satisfactory prior to proceeding with evaluations.
(ii) Syntactic, morphologic, semantic, and/or pragmatic errors are observed. The child’s ability to comprehend or use spoken language is adversely affected.
Articulation
(i) Evidence that vision/hearing screening results are satisfactory prior to proceeding with evaluations.
(ii) Syntactic, morphologic, semantic, and/or pragmatic errors are observed. The child’s ability to comprehend or use spoken language is adversely affected.
Minimum Evaluative Components
Evaluations must be completed in the area of suspected disability as follows:
Articulation/Phonological Disorder
(i) A minimum of one standardized or formal measure that assesses the child's articulation/phonological skills.
(ii) Written documentation of a stimulability assessment as part of the standardized or formal measure or as a separate assessment.
Voice Disorder
(i) A minimum of one formal measure that assesses the child’s pitch, loudness, quality, inflection and resonance.
(ii) A written description of the child’s voice patterns in a variety of tasks, in a minimum of two separate settings; one in the classroom and one in a non-structured environment that includes social/ peer interaction. Diagnostic observations should occur over a period of six weeks or less, if appropriate.
Fluency Disorder
(ii) A written description of the child's speaking patterns in more than one speaking task and in more than one setting.
(i) A minimum of one formal measure that assesses the child’s dysfluency patterns.