| |
Mild 1
Service Delivery Unit Minimum of 15 30 Minutes per Week
|
Moderate 2
Service Delivery Units Minimum of 31 60 Minutes per Week
|
Severe 3
Service Delivery Units Minimum of 61 90 Minutes per Week |
Profound 5
Service Delivery Units Minimum of 91 + Minutes per Week |
Severity
of Disorder
|
Impairment minimally affects
the individual's ability to communicate in school learning
and/or other social situations as noted by at least one other
familiar listener, such as teacher, parent, sibling, peer.
|
Impairment interferes with
the individual's ability to communicate in school learning
and/or other social situations as noted by at least one other
familiar listener.
|
Impairment
limits the individual's ability to communicate appropriately
and respond in school learning and/or social situations. Environmental
and/or student concern is evident and documented. |
Impairment
prevents the individual from communicating appropriately in
school and/or social situations. |
Articulation/
Phonology
|
Intelligible
over 80% of the time in connected speech.
No
more than 2 speech sound errors outside developmental guidelines.
Students may be stimulable for error sounds.
|
Intelligible
50-80% of the time in connected speech.
Substitutions
and distortions and some omissions may be present. There
is limited stimulability for the error phonemes.
|
Intelligible
20 49% of the time in connected speech. Deviations may range
from extensive substitutions and many omissions to extensive
omissions. A limited number of phoneme classes are evidenced
in a speech-language sample. Consonant sequencing is generally
lacking.
Augmentative
communication systems may be warranted.
|
Speech
is unintelligible without gestures and cues and/or knowledge
of the context. Usually there are additional pathological or
physiological problems, such as neuro-motor deficits or structural
deviations.
Augmentative
communication systems may be warranted.
|
Language
|
The
student demonstrates a deficit in receptive, expressive,
or pragmatic language as measured by two or more diagnostic
procedures/standardized tests. Performance falls from 1 to
1.5 standard deviations below the mean standard score.
|
The
student demonstrates a deficit in receptive, expressive or
pragmatic language as measured by two or more diagnostic
procedures/standardized tests. Performance falls from 1.5
to 2.5 standard deviations below the mean standard score.
|
The
student demonstrates a deficit in receptive, expressive or
pragmatic language as measured by two or more diagnostic procedures/standardized
tests (if standardized tests can be administered). Performance
is greater than 2.5 standard deviations below the mean standard
score.
Augmentative
communication systems may be warranted.
|
The
student demonstrates a deficit in receptive, expressive or
pragmatic language which prevents appropriate communication
in school and/or social situations.
Augmentative communication systems may be warranted.
|
Fluency
|
2
4% atypical disfluencies within a speech sample of at least
100 words.
No
tension to minimal tension.
Rate and/or Prosody
Minimal
interference with communication.
|
5
8% atypical disfluencies within a speech sample of at least
100 words.
Noticeable
tension and/or secondary characteristics are present.
Rate
and/or Prosody
Limits
communication
|
9
12% atypical disfluencies within a speech sample of at least
100 words. Excessive tension and/or secondary characteristics
are present.
Rate and/or Prosody
Interferes
with communication
|
More
than 12% atypical disfluencies within a speech sample of at
least 100 words. Excessive tension and/or secondary characteristics
are present.
Rate
and/or Prosody
Prevents
communication.
|
Voice
|
Voice
difference including hoarseness, nasality, denasality, pitch,
or intensity inappropriate for the student's age is of minimal
concern to parent, teacher, student, or physician.
Medical
referral may be indicated
|
Voice
difference is of concern to parent, teacher, student, or
physician. Voice is not appropriate for age and sex of the
student.
Medical referral may be indicated.
|
Voice
difference is of concern to parent, teacher, student or physician.
Voice is distinctly abnormal for age and sex of the student.
Medical referral is indicated.
|
Speech
is largely unintelligible due to aphonia or severe hypernasality.
Extreme effort is apparent in production of speech.
Medical referral is indicated.
|
Speech-Language Eligibility Criteria/Matrix for Schools
