The Role of the SLP in LD Assessment and Identification

1. The Role of the SLP in LD Assessment and Identification Presenter: JoAnn Wiechmann, M.A., CCC/SLP Region 4 Summer Evaluation Institute June 14, 2010

2. Outline of training • Increase understanding of Learning Disabilities • Reminder: Purposes of Evaluation/Re-evaluation • Key Components of Cross Battery Assessment (XBA) • Process of MDT Assessment • Define role of SLP in LD Assessment • Determining SI • Report Recommendations

3. Federal Definition of LD • Disorder in one or more psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

4. Achievement Model Reading (Basic Reading, Fluency Comprehension) Writing (Written Expression) Math (Math Calculation, Problem Solving) Language (Listening and Oral Comprehension) Language

5. Determining LD • Is there a normative academic deficit? • need instructional, intervention, and test data • Is there a pattern of strengths and weaknesses? • cognitive and academic data show intact skills and deficient skills; if all cognitive areas low, probably not LD; if all academic skills low, probably not LD; low achievement in the absence of cognitive deficits, not LD • Do the weaknesses/deficits in cognition underlie/ cause/lead to the weaknesses/deficits in academic skills? • must ensure that appropriate narrow abilities/core cognitive processes have been adequately assessed • Is there functional impairment?

6. Reminders: What is the Purpose of Evaluation? • Purposes of Evaluation • Determine strengths/weaknesses of student • To make recommendations of what student needs in order to learn • Diagnosis • Purposes of Re-evaluation • Determine continued diagnosis • Determine what academic progress has been made • Answer: if student has made progress, why? • Answer: what do we need to do differently?

7. Key Components of Cross Battery Assessment (XBA) • Use multiple test batteries • 10 Cognitive Processes (Handout 1,2) • XBA allows for identification of cognitive processing strengths/weaknesses • Gc (language) is part of cognition • SLP provides valuable information to MDT • XBA improves understanding of relations between cognitive and academic constructs • XBA is well validated and reliable • Evaluation plan needed

8. Limitations in XBA to guard against Limitation #1 of XBA: any combination of 2 narrow abilities = G. Limitation #2: the search for the unitary G Limitation #3: select multiple instruments (but consider referral question) Limitation #4: Not all G’s are created equally and can not be interpreted equally. Limitation #5: the XBA scoring disk is nice but still need to think (may “kick out” wrong “outlier”)

9. FSIQ Prediction of Total or specificAchievement (very little difference) Adapted from Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. 2006

10. Only 3% - 4% demonstrate a “globally flat” profile Based on Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. 2006

12. “…despite the relatedness of all narrow abilities under Gc, there may well be times when focus on the abilities that are more process oriented as opposed to those that are knowledge oriented is most important (p. 26).” “…(Ga)this domain is very broad, extending far beyond phonetic coding ability (p. 30).” (Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. 2006)

13. Converge and Explain • Acknowledge that when operationalizing a construct (i.e. Gc, Gf, etc) the use of two subtests although qualitatively different may not be sufficient • Avoid relying on a single subtest for interpretation Convergence of narrow abilities Gc

14. Converge and Explain Reading Comprehension Gc

15. XBA Rule: Interpret the seven broad abilities by assessing two qualitatively different narrow abilities. • 7 Gs • 2 qualitatively different narrows to represent a G • Based on this rule, over 1,000 ways/iterations exist to measure one student • Based on this rule, assessment of any two narrow abilities will suffice, without consideration of the specific referral question

16. THE PROCESS OF MULTIDISCIPLINARY ASSESSMENT • Basic Processes that must occur • Identify the TEAM (Assign a Case Manager) • TEAM reviews the CASE • SCOPE of the evaluation is determined • Evaluation PLAN is developed and completed • Roles are agreed upon • Who does what • Who gives what • Timeline • Allow time for collaboration (among team members and between team members AND other school personnel) • Allow time for interpretation and report writing • Report Completed and agreed upon by MDT • Staffing with parent and school

17. Role of the SLP in LD Assessment SLP experts in Gc ↓ Gc is part of Cognition ↓ LD diagnosis includes Gc ↓   Minimal role =consulting w/ MDT Maximum role =assessment & assist in diagnosis of LD =assessment & diagnosis of SI 

18. Evaluation Plan • Overall Evaluation Planning (FIE Planning Process) • Assessment Planning Sheets (APS) • Thorough skill assessment • Norm referenced • Criterion referenced • Curriculum based • Informal data • Thorough/focused assessment of cognitive processes • Cognitive processes not associated with the skill deficit • Cognitive processes associated with the skill deficit Handout 3 : FIE Plan

19. Determining SI • Stage 1 - Is a Communication Disorder/ Disability present? • Stage 2 - Is there an adverse effect on educational performance that arises from the disability? • Adverse affect on academic achievement • Adverse affect on functional performance • Stage 3 - Are speech-language pathology services needed as part of the student’s specially designed instruction in order to make progress in his/her curricular setting?

20. Cognitive Referencing • Cognitive referencing refers to the comparison of scores on norm-referenced tests of language abilities to scores on norm-referenced tests of cognitive abilities or intellectual functioning (ASHA, 2000). Cognitive referencing should not be used for the identification of a speech or language impairment. Use of a simple discrepancy calculation is no longer allowed for determination of a learning disability, nor should it be used for determination of a language disorder.

21. Cognitive Referencing • Cognitive referencing is not an issue of concern when using the Cross Battery Analysis approach based on the CHC Theory of Intelligence. Language is viewed as one of the broad factors of intelligence and language test results are included in the broad general intelligence factor of crystallized intelligence (Gc), and other applicable broad areas. Earlier concerns about comparing language scores to intelligence scores do not apply when using this theoretical construct. • In XBA, language is considered a cognitive area

22. Eligibility Recommendations • Condition? (yes or no) • Degree of severity/impairment? • Academic need • Functional need • Eligibility? • What does the child need? • Who needs to provide the service? • How should the service be provided? (service delivery options) • Accommodations? • Instructional/ curriculum modifications? • Direct instruction—at what point do you switch from direct instruction to an accommodation?

23. Report Recommendations • Directly related to skill deficit • Cover all areas that contribute to poor performance and all areas that facilitate performance (e.g., learning style) • Service delivery model/s • Intervention vs. accommodation vs. modification • Research-based strategies • Service recommendations (frequency/time/duration for related services and speech therapy, if applicable) • Solicit teacher input for recommendations

24. Wrap Up • Questions & Answers