Final Exam

Question 1

What is the definition of assessment?

Answer 1

the collection of data from a variety of sources (file review, case history, parent interview, classroom observation, teacher interview, standardized test results, authentic assessment results, etc.).

Question 2

What is the definition of evaluation?

Answer 2

the review and interpretation of the assessment data by the multidisciplinary team to determine if there is a disability resulting in a handicapping condition that warrants special education and/or support services.

Question 3

How are the self-contained classroom model and the resource room model alike?

Answer 3

Both involve providing services in a separate classroom from gen-ed. The SLP provides individual intervention, group intervention, or a combination of both. classroom as one in which the SLP serves as the specialized teacher and is responsible for the total curriculum.

Question 4

How are the self-contained classroom model and the resource room model different?

Answer 4

Though for a resource room, the students are only pulled into that room when they are receiving services, whereas the self-contained classroom has students in there for their typical education. The students spend most of their time in general education classrooms and go to the resource room one or two periods per day.

Question 5

Describe when it would be most advantageous to use a consultation service delivery model.

Answer 5

Here, the SLP develops the intervention plan and then trains another educator, or para, in how to implement the plan. This is used to support the child being in their least restrictive environment. Here, the SLP may go into the community to teach parents and staff how to incorporate the IEP goas into the children’s daily living activities. This would be fantastic for early intervention. This is advantageous to use when the goal is to teach the parents or another caregiver how to help. This would be good in early intervention or in an environment with little resources where the child may not be able to receive services as often as ideal.

Question 6

• What are the advantages of a teaming for reading approach to intervention?

Answer 6

o Studies have reported that collaboration among SLPs and others who have expertise in the development of reading provides greater benefits to students than does traditional speech and language intervention. The SLP is sharing the work with other professionals to lighten their load.

Question 7

• What is the responsibility of the SLP if the parents or legal guardians refuse to give permission to evaluate?

Answer 7

o If parents refuse to provide consent for the child to receive special education and related services, the local education agency is not required to convene and IEP meeting.

Question 8

• What must be included in the PLEFP statement?

Answer 8

o The student’s strengths, interests, learning style, and challenges/needs. Baseline data related to the student’s needs must be reported, alongside a statement about how the student’s needs adversely affect their ability to make progress in the general education curriculum must be included.

Question 9

• How do the baseline data reported in the PLEFP relate to the IEP goal?

Answer 9

o The baselines data related to the need also must be incorporated into the goal on the IEP as the baseline for that goal.

Question 10

• When does an IEP goal written after IDEIA 2004 have to include benchmarks or objectives?

Answer 10

o Only when the student does not participate in statewide or districtwide assessment programs. Nevertheless educators may continue to write short-term objectives or benchmarks as a way of reporting progress toward the IEP goal.

Question 11

• What are the important parts of a well written goal?

Answer 11

o Time frame: The length of time it will take the student to achieve the goal. The time frame must not exceed one academic year.
o Condition: The modifications and accommodations that will be made to help the student become successful.
o Direction of behavior: Whether the child will increase, decrease, or maintain a specific behavior. Maintenance of a behavior is rarely used but sometimes appropriate for a student with a degenerative disease or medically fragile condition.
o Target behavior: What the student is expected to achieve.
o Baseline: The student’s demonstrated skills documented in the evaluation of assessment data. This is taken from the PLAAFP as related to the identified need.
o Criteria: This category reflects how much progress the student is expected to achieve within the designated time frame.
o Setting: This describes the least restrictive environment that is appropriate for the individual student

Question 12

• Why is it important to avoid professional jargon when writing goals?

Answer 12

o IEPs should be accessible to every member of the team, including parents and other individuals that may not understand the professional jargon. These goals should be understood by all.

Question 13

• What are the three criteria the NRC identified in a framework for evaluating scientific evidence?

Answer 13

Threats to internal validity, threats to external validity, generalization

Question 14

• List the three major characteristics that constitute threats to internal validity.

Answer 14

o Does the study include a group of control subjects (controls) so that the effects of maturation can be determined?
o Are the pretest and posttest measures conducted by different persons from those who delivered the treatment?
o Are the gains merely the result of a statistical artifact (e.g., regression to the mean)?

Question 15

• List the four major characteristics that constitute threats to external validity.

Answer 15

o Were the participants randomly selected or assigned?
o Is the sample size too small?
o Is the sample size too large?
o Were the populations well-defined?

Question 16

List two major characteristics that relate to generalization.

Answer 16

Are the treatment outcomes likely outside of the experimental environment? That is, can they be generalized?
Are the treatment outcomes functional?

Question 17

• What is the internationally accepted instrument used by ASHA for assessing the quality of clinical practice guidelines?

Answer 17

o The Appraisal of Guidelines for Research and Evaluation (AGREE)

Question 18

• What are the two problems the ASHA Committee on Evidence-Based Practice (ACEBP) identified when reviewing various systems that have been created to evaluate levels of
  evidence?

Answer 18

o Many systems did not use objective criteria to define high- and low-quality studies.
o Most levels of evidence systems were based on a medical model that did not consider single-subject design as credible evidence.

Question 19

• What are the four levels within the continuum that the ASHA ACEBP created?

Answer 19

o Exploratory
o Efficacy
o Effectiveness
o Cost/benefit

Question 20

• What makes the continuum created by the ASHA ACEBP unique?

Answer 20

o The uniqueness of the framework is reflected in this step because the ASHA N-CEP and ACEBP recognized that a single-subject design study may yield the best evidence for a particular research question.

Question 21

• What are the two challenges Gillam and Gillam (2006) identified that school-based SLPs face when charged with creating their own evidence base for preferred practice patterns?

Answer 21

o The time necessary to complete the task. This is simply not built into the workload of an SLP.
o The unique characteristics of each student on their caseload.

Question 22

• List some of the reasons that students today exhibit behaviors that require modification.

Answer 22

o challenges with cooperative learning or play group formats
o learning inhibited by aggressive behaviors
o feelings or needs expressed within appropriate behaviors
o social withdrawal
o rejection by classmates

Question 23

• Change the following phrases to “do” statements from “don’t” statements: don’t run; don’t yell; don’t talk out of turn; don’t hit; don’t leave the classroom without a pass.

Answer 23

o Please walk
o Please use a soft/inside voice
o Please raise your hand and wait until I call on you before you speak.
o Please keep your hands to yourself.
o Please wait to get a pass from me before leaving the classroom.

Question 24

• Give one example of when foreshadowing expectations with high school students would be appropriate.

Answer 24

o For a student that struggles with transitioning and ending activities, it would be good to tell them that the activity is ending in 5 minutes.
o Foreshadowing that you will leave to head back to class and set expectations as to how they should do so: quietly.

Question 25

* Give one example of when it would be essential to know basic child development when working with a middle school student.

Answer 25

o It would be important when assessing a child that is not meeting goals, or the parents reports developmental milestones that are delayed.

Question 26

* Why is it important to consider the physical needs of the student?

Answer 26

o A student cannot learn and progress if their physical needs are not met. If physical needs are not met, it may appear to have behavioral management needs, when in reality they just need care.

Question 27

* Identify and describe five ingredients for creating a school climate that reflects a caring community.

Answer 27

o Inclusion and participation. All parents, students, and school staff members should be invited to participate freely in schoolwide activities, particularly those designed for families, whether traditional or nontraditional, to enjoy together. The invitations must be warm, welcoming, and nonthreatening. The activities must be designed with attention to special language, cultural, economic, and childcare needs of the participating families. o Cooperative environment. Students and families should be able to enjoy cooperative, noncompetitive activities that promote the value of learning together and helping others. Everyone should feel good about succeeding. The activities should not create “losers.” o Emphasis on responsibility and helpfulness. Students should be given opportunities to experience the value of helping others. Everyone should take responsibility within and outside of the school community. o Appreciation of differences. Parents, students, and school staff members should be made to feel that their social and cultural backgrounds are valued and respected within the school community. Everyone should share his or her cultural heritage and learn from others. o Reflection. Everyone should be encouraged to reflect on what has been learned from the group experience and from working together

Question 28

* What are the six Ps related to prior, proper planning for a parent conference or IEP meeting?

Answer 28

o Prepared. Have a vision. What is the expected outcome of the parent conference? Is the conference expected to achieve a directive, a recommendation, a compromise, a majority vote, or a consensus? Visualizing the outcome of the conference and preparing accordingly are important. All materials (whether test scores, informal classroom observation checklists, written testimonials, samples of the student’s work, audiotape, videotape, or computer software) should be well organized and easily accessible. Know what key bits of information must be conveyed and how to make them understood. The support of other professionals, when appropriate, can be enlisted. o Punctual. Arrive a few minutes early so you do not feel rushed, nervous, or harried. You should be able to offer a warm, welcoming, relaxed greeting. o Polite. It is best to err on the side of conservatism. First names should not be used unless the person has given permission to do so. Know the correct last names of each person involved. In today’s blended family structures, it is not unusual for a mother, father, student, and sibling to have different last names. Another important consideration is the cultural customs related to the use of the family name. o Professional. Wearing casual-business clothing, maintaining a respectful demeanor, and knowing the cultural customs related to pragmatics will help identify you as a capable professional. o Positive. Always begin the conference on a positive note. In discussing the student’s strengths, challenges, interests, and learning style, it is best to begin with the strengths. o Persistent. If a parent, legal guardian, or caregiver does not show up for an appointment or a scheduled conference, it should be rescheduled. The school should make at least three good-faith efforts. The IDEA 2004 allows parents, legal guardians, or caregivers to participate in IEP conferences via several options, including videoconferencing and teleconferencing modes. Conducting a home visit is another option. Be sure to offer these, if needed

Question 29

* Describe an “advice-shopping” parent.

Answer 29

o They are often in denial that the disability actually exists. They go from professional to professional in hopes of finding the one who will tell them what they want to hear. They have often had their child evaluated by many others.

Question 30

* Describe a reluctant parent.

Answer 30

o They may look like someone who is experiencing depression or fear. They rarely attend schoolwide functions, often cancel meetings, and sometimes fail to show for conferences. They may have had a bad experience with school as a child.

Question 31

* Describe a “listening post” parent.

Answer 31

o Often exemplify someone who is experiencing guilt. Talks continuously and never seems to take a breath. They may go off topic and introduce unrelated topics. Often seem like they’re on a daunting quest to answer the great “why?”.

Question 32

* Discuss the roots of anger that may surface when parents learn that his or her child has been diagnosed with a disability.

Answer 32

o May be due to deep-rooted prejudices and discrimination related to disabilities. They may think of it as a deficit or a sign of inferiority. They may have stereotypes or prejudices that develop into anger.

Question 33

* Identify the three stages of counseling.

Answer 33

o Let the Student’s Story Unfold o Engage in Active Problem-Solving o Take New Action

Question 34

* Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder and whose birthdate is October 11, 1950.

Answer 34

o They would have still been a medical model focused on speech, fluency, and voice. Students were taken out of the classroom and seen either individually or with groups in a separate room. Focused on curing or eliminating the symptoms of the speech impairment. Given the age of the student and their age equivalency of cognitive functioning, they may have been barred from school as no children with a cognitive ability less than that of a 5-year-old was not included in school. Given that this child has a physical disability, they would have been excluded from school. He would not have received any services or any kind. Equity for all children in public schools occurred in 1954.

Question 35

* Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder and whose birthdate is June 22, 1977.

Answer 35

o The Education of the Handicapped Act was passed in 1970 and Section 504 of PL 93-112 was passed in 1973, saying that all people with disabilities had a right to be educated, among other things. In 1975, the Education for All Handicapped Children Act was signed, guaranteeing free and appropriate public education and all of the related services they needed to benefit from that education. This child would have received free services in school.

Question 36

* Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder and whose birthdate is September 19, 1991.

Answer 36

o The school would have needed to try to place the child in gen ed with supplementary services before a sped classroom was considered an option. People first language was becoming more popular. Federal funding was still severely lacking.

Question 37

* Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild cognitive disability, delayed expressive language, and a moderate articulation disorder and whose birthdate is July 18, 2005.

Answer 37

o The No Child Left Behind Act was passed in 2002 placing a strong emphasis on accountability. Four reform principles: accountability, increased flexibility and local control, strengthening teacher quality, and evidence-based practice. They would be included in statewide and districtwide assessments.

Question 38

* What is your opinion of the dispositions conveyed in the excerpt from E. W. Scripture’s book, written in 1912?

Answer 38

o I think it is absolutely horrible. People who stutter or have a lisp are no different than the rest of us. They deserve a seat at the table and deserve just as much public support and opportunity as anyone else, to suggest otherwise is disgusting.

Question 39

* What is meant by “equality and quality” in education for persons with disabilities?

Answer 39

o Equality in that they are entitled to the same services and education opportunities as everyone else – they receive the same education. Quality in that it is working and worthwhile.

Question 40

* How has NCLB shaped school-based speech-language pathology services?

Answer 40

o As a result of the NCLB mandates, school-based SLPs began to collaborate on an educational team to create assessment accommodations and alternative assessment tools, as needed, which allowed students with disabilities to participate in the statewide and districtwide assessments. NCLB also influenced the ways IEPs were written. IEP goals were now written in language that reflected the academic content standards established by each state. Schools could spend up to half of their federal education dollars based on local needs, rather than on federal programs. Required that all school districts use only evidence-based practice.

Question 41

* How will IDEA 2004 shape school-based speech-language pathology services in the future?

Answer 41

o As we grow and learn we realize new ways to provide services in the individual’s least restrictive environment. Just as we changed from pull-out to push-in method, we will likely continue to shift the way we provide services. We will likely continue to be more and more engrained in gen ed classrooms, foregoing resource rooms.

Question 42

* In your opinion, what continue to be the greatest challenges that provide roadblocks to ensuring equality and quality in public school speech-language pathology services?

Answer 42

o In my opinion, the two main issues are federal funding and understaffing. While SLP is a rapidly growing profession, there are many SLPs that are overworked, taking on the caseload of multiple SLPs, this means that all students are not receiving quality education. Furthermore, lack of federal funding causes issues with ensuring all students receive care. In some schools, students need to be shockingly below the mean in order to qualify for services.

Question 43

* What are the advantages of the traditional pull-out intervention approach?

Answer 43

o It allows the child to receive independent, controlled, focused services either individually or in a group setting. The student can collaborate with their best suited peers, even those in other classes. The SLP can combine students easier. The environment is more controlled and has less distractions. It allows the child to remain in the gen ad classroom for the majority of the day.

Question 44

* Why has responsiveness to intervention been introduced as a new approach prior to intervention?

Answer 44

o This allows students to receive intervention before they fail. RTI provides greater opportunity for targeted instruction and includes more instructional scaffolding. This can stop our caseloads from becoming overwhelming while also helping students stay on track.

Question 45

* What are the eight steps of conflict resolution strategies recommended by Webne Behrman (2005)?

Answer 45

o Know thyself o Clarify personal needs threatened by the dispute o Select location and time carefully o Use active listening skills o Communicate your own concerns in a way that makes it likely for them to be heard and understood by the person. o Be flexible if the focus of the negotiation needs to shift. o Manage impasse with calm and respect. o Build and agreement that works.

Question 46

* Why is it important for the SLP to be an integral part of the school community?

Answer 46

o The SLP must become a part of the school culture and help create a caring community so that trust relationships with families may be nurtured. The SLP of yesterday may have said, ‘I work at a school and I have a caseload of 40 children,’ but the modern-day SLP must say, ‘I work at a school and I am a part of the school community that supports a positive learning atmosphere for all children, not just the children on my caseload. The SLP must be on the same wavelength as the other professionals and partner together to best serve their students.

Question 47

* What is the first step in the assessment and evaluation process?

Answer 47

o Pre-referral meeting.

Question 48

* What are the disadvantages of a teaming for reading approach to intervention?

Answer 48

o It is time intensive because it relies heavily on collaborative team planning. This can be hard to make time for. May only be efficient in larger school districts where several students on one caseload are found in one classroom. This may not work for the SLP who works in a small, rural district or for the SLP who travels among many schools. How do educators document effectiveness if the disability never surfaces as a result of effective prevention efforts?

Question 49

* Under what circumstances would a school need to conduct the type of analysis described by Gillam and Gillam (2006)?

Answer 49

o The parents of a child with a communication disorder demanded that the school district’s language and reading program be replaced with a Fast ForWord-L program. This scenario demonstrated a situation in which the IEP team used a methodical procedure for decision-making purposes. o Review the literature and then determine the quality. If the quality is not yielding better outcomes, they there is no need to switch.