![]() ![]() Is informative in reconsidering what constitutes best practice. A look back at the original recommendations Many of theseįoundational recommendations have been lost as states and districts have developed Several commonly used sources for developmental norms provide guidelines or importantĬonsiderations for using normative data in clinical decision making. The issue of determining educational impact. However, for this article, I focus exclusively on this step and howĭevelopmental norms should contribute to this step. Intervention in schools encompasses more than just detecting the presence of a speech Of course, determining eligibility for speech-language Norms and consider how to best use developmental norms in determining whether a speech In this article, I provide a refresher on developmental ![]() The use of norms, particularly single age cutoffs, and, in some cases, even advocateįor use that is inappropriate. Developmental norms for phonological error patterns or speech soundsĬan be a useful tool in determining eligibility, but some guidelines seem to overemphasize 3) and then the clinician is directed to appendices containing phonological processĪnd sound norms. Of the developmental guidelines” ( Glencoe District, 2011, p. For example, one school district states that a child can be identifiedĪs having a speech impairment if the “student demonstrates speech sound errors outside Other guidelines endorse developmental norms as the only option for documenting ( Wisconsin Department of Public Instruction, 2009). Sound errors when 90% of typically developing children produce the sound correctly” Options for documenting “delayed speech or sound production” is “consistent speech For example, Wisconsin indicates that one of four possible In some cases, developmental norms are one option among several for determining whetherĪrticulation is impaired. Guidelines is to use developmental norms for speech sounds to define impaired speech. One method advocated by some state or local That contribute to speech sound disorders. Of this article, we assume that articulation encompasses motor and phonological aspects Note that these guidelines focus on articulation, but for the purposes Team needs to demonstrate that the student has “impaired articulation…that adverselyĪffects a child's educational performance” ( Individuals With Disabilities Education Act, 2004 (c)(11)). For a student to be eligible for speech treatment in U.S. ![]()
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