One of the most important aspects of my job as a speech-language pathologist is caregiver education. Understanding the speech evaluation process is crucial for qualifying for speech therapy services in the school system. It is easy for professionals to take for granted the understanding of acronyms, evaluation timelines, and criteria for qualification of speech services. So, I thought I would take a moment to walk you through the eligibility process as it pertains to both the public and private school settings here in Illinois, while defining some key terminology along the way.
Step One: Screening Consent
Some public-school districts may have either your child’s teacher or school speech pathologist contact you to consent to a screening. Parents may express concerns at conferences. In IL private schools, parent consent via email or phone is required for speech and language screenings.
Step Two: Screening
A school SLP addresses speech articulation, expressive language, receptive language, fluency, voicing, and social skills. When caregivers and/or teachers express a concern about the students’ communication, I have them complete a one-page screening request form. The screening questionnaire helps tailor the assessment, focusing on concerns like articulation, vocabulary, or comprehension of directions. A speech only screening is an informal collection of information that typically takes 15-20 minutes. A screening does not assess but helps decide if further assessment is needed.
Step Three: Initial Team Eligibility Meeting
If further testing is required after screening, caregivers meet with a team comprising the speech pathologist, teacher, and school representative. The 60 school days clock starts ticking when consent is signed, so all testing and reports must be completed within that timeline. You’ll get a notice before the meeting to discuss test results and eligibility for special education services with the team.
Step Four: Speech Evaluation
Common Speech Evaluation Tests Used by School Speech Pathologists
- Goldman-Fristoe Test of Articulation (GFTA)
- Arizona Articulation and Phonology Scale (Arizona-4)
- Clinical Assessment of Articulation and Phonology (CAAP-2)
- Kaufman Speech Praxis Test for Children (KSPT)
- Diagnostic Evaluation of Articulation and Phonology (DEAP)
- Structured Photographic Articulation Test-Third Edition (SPAT-3)
- Photo Articulation Test (PAT-3)
- Hodson Assessment of Phonological Patterns (HAPP-3)
- LinguiSystems Articulation Test (LAT)
- Bankson-Bernthal Test of Phonology (BBTOP)
In both public and private elementary schools, I commonly received referrals for speech articulation issues. Generally speaking, your child may be found eligible for speech articulation services if scores are well below the average expected range. You will read more about this in the standard score section of this post. Often, a child with one, developmentally appropriate sound error may not qualify for school speech services.
Developmentally appropriate sound errors: These errors are on sound targets that the student may not yet be able to produce due to age. Like all other areas of development, some children can master sound targets sooner than others. Much of this depends on growth of the oral cavity, hearing acuity, and exposure. The preschooler struggling with /r/ may lack oral cavity growth, hindering tongue movement. Recurring ear infections could impact hearing certain sounds. If we allow some time, the sound targets may naturally become clearer. The chart pictured below depicts recent research information for sound development.
Keep in mind that these rules do not apply for a highly unintelligible child. Typically, professionals identify a child with a significant speech challenge in early intervention, preschool, or kindergarten.
For more information on qualifying for speech services under these conditions, please refer to the following posts: Phonological Processes, Childhood Apraxia of Speech, and Speech Sound Development. Explore this resource for a more comprehensive understanding of testing expressive and receptive language.
Step Five: Eligibility Meeting to Review Speech Evaluation Results
Each team member will discuss your child’s test results reviewing strengths and identifying areas of need if indicated. Typically, we use tests that yield a standardized score (SS).
Standard Scores: These scores compare the student’s results to a national average, indicating if the student is above, below, or at the average compared to peers of the same age.
Standard deviation: This formula reveals the distance to the average range. Every 15 points represents one unit of standard deviation. The range of average for most tests is from 85-115. You should ask your child’s team what the standard deviation requirements are for eligibility.
Students scoring 70 are one standard deviation below average, indicating a mild delay. Those scoring more than 2.5 standard deviations from the norm are classified as having a severe-profound communication delay. The visual below from Teach in the City is a great representation of standard score classification.
Adverse impact on student’s educational performance: This line is the “Be all, end all,” in the school system. The initial team reconvenes to report scores and determine if the delay affects the child’s learning in school. If a delay in any area of communication (speech, language, voice, fluency, social) affects a child’s ability to be understood by school staff and/or peers, the child will likely qualify for services.
Least restrictive environment: Once a child qualifies for special education services, the team will discuss the least restrictive setting and frequency for educational support. Basically, this means that if your child demonstrated a mild delay in speech articulation, then the service delivery should match, not exceed his needs.
Step Six: Individualized Education Plan (IEP)
In the public-school setting, educators develop an Individualized Educational Plan (IEP), while in private schools in Illinois, we create an abridged version known as an Individualized Service Plan (ISP). Either way, the plan is good for one year, at which time the team meets to review student progress, develop new goals, alter service times, or in some cases discharge services altogether. It is not uncommon to hold an IEP meeting with the eligibility.
An IEP starts 10 school days after the meeting. Address questions or concerns with the team and review the draft. At any point in the year, caregivers can request a team meeting to edit goals. If you move to another district or state, your new district must follow the IEP, as it is a legal document.
If your child qualifies for special education, the team will reconvene in three years for updates. Ask questions anytime. Remember, you’re an essential part of your child’s journey. Your involvement ensures the best outcomes. Don’t hesitate to advocate for your child.
Conclusion: Understanding the Speech Evaluation Process
Navigating the speech evaluation process can be challenging, but it’s essential for securing the right services for your child. As caregivers, your involvement and understanding of the process—from initial screening to the development of an Individualized Education Plan (IEP)—are crucial. Remember, each step, whether it’s understanding standardized scores or determining the least restrictive environment, is designed to support your child’s unique communication needs. Keep asking questions, stay engaged, and collaborate with the school team to ensure your child receives the best possible support for their speech and language development.
Nanette Cote is an ASHA certified speech pathologist, published author, and private practice business owner with 30 years experience.
