SPEECH-LANGUAGE PATHOLOGY SERVICES

Transcription

1 Shannon Hall-Mills, Ph.D., CCC-SLP BEESS Program Specialist 2011 Schools & Medicaid Conference, Tampa May 5, 2011 SPEECH-LANGUAGE PATHOLOGY SERVICES

2 ROLES & RESPONSIBILITIES OF SLPS Recent guidance from the American Speech Language Hearing Association (ASHA; 2010): 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): (search for last name of speaker Deppe or Ireland)

3 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:

4 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 From School Match Handbook (January, 2005) 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

5 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).

6 IDEA 2004 The IEP must include the following elements for all children. Present levels of performance, Measurable annual goals, including academic & functional goals measurable benchmarks or objectives for some students* Statement of needed special education & other services Additional pieces for transition goals for older students (>age 16) , CFR, Definition of individualized education program

7 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 , CFR, Definition of individualized education program

8 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.

9 WHAT MEDICAID 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. EVALUATIONS WHAT SBE RULE 6A , FAC, REQUIRES 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)

10 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 , 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 , F.A.C., Exceptional Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech- Language Pathologists Providing Language Services

11 MINIMUM EVALUATION COMPONENTS (SI) Disorder Type Speech Sound Disorders (SSD) Fluency Voice Evaluation Component Information gathered Observation(s) Oral mechanism exam Other >1 Standardized, NR measure for Artic/Phon (>2) Assess 4 areas; Speech sample ( words) Medical report of laryngeal structure & function

12 MINIMUM EVALUATION COMPONENTS (LI) Grade Level PK K-12 Evaluation Component Information gathered Observation(s) Standardized, normreferenced instrument(s) Other N/A Data review of interventions & student response

13 CONTACT INFORMATION Shannon Hall-Mills Phone: (850) Links: