Speech-Language Screening and Referral

 A screening may be used to determine students who are at risk or may need to be referred for assessment to determine eligibility for special education services. A screening is distinguished from a referral for special education; it is defined as a regular education process because it is being conducted for all children and a disability is not suspected. Screening may be accomplished by using published or informal screening measures administered by the SLP. Non-standardized checklists, questionnaires, interviews, or observations may also be considered screening measures. In Colorado, authorized SLPAs may conduct screenings under the direction of the SLP, who then interprets the results. The SLP will need to defer to their local administrative unit regarding the screening process. 

Prior to the speech-language assessment, the SLP will obtain teacher input regarding the student’s communication skills and needs across multiple learning environments. The information from the teacher will assist the SLP in selecting and administering relevant assessment tools and in determining the extent of the reported communication problem on educational performance. 

Once a disability is suspected, a referral to Special Education must be initiated. A referral for assessment may be requested by a parent or administrative unit. The special education referral is the initial step of the eligibility process for special education. Any student who is believed to need special education in order to ensure the child’s access to the general curriculum may be referred for an evaluation as a result of a building level screening and/or referral process.

Speech-Language Evaluation Procedures 

The purpose of the speech-language evaluation is to describe the student’s communication behavior, including the nature and scope of any speech or language impairment and any adverse effect on educational performance, and to determine a student’s eligibility for speech-language services. IDEA 2004 specifies the following circumstances that require evaluation (formal or informal) of a student:

 1. Prior to the initial provision of speech-language services as special education;

 2. At least every three years, or sooner if conditions warrant, or if the parents request a reevaluation and the AU agrees; and 

3. Before determining that a child no longer has a disability, except when termination of eligibility is due to the student graduating with a regular high school diploma or the student exceeding age eligibility for a free appropriate public education. 

Speech-language evaluation procedures 

In a comprehensive assessment, the speech-language pathologist considers all areas of communication – fluency, voice, articulation, auditory processing and perception (in collaboration with an audiologist), and receptive and expressive language (oral and written), which includes phonology, morphology, syntax, semantics and pragmatics. In order to adequately evaluate these areas and each of their educational impacts, the SLP needs access to a variety of assessment tools. The data collected during the evaluation are critical for the purpose of determining whether a child is eligible for special education and to assist in the development of the student’s individualized educational program (IEP), if determined to be eligible. It is the responsibility of the SLP to gather educationally relevant data in the areas of speech, voice, fluency, and language as appropriate. 

Members of the multidisciplinary evaluation team all contribute to the student’s evaluation. A student’s evaluation must be sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been identified.  In conducting the speech-language evaluation, the SLP must use a variety of tools or measures. The SLP may:

  gather information from parent(s), family, student, teachers, other service providers, professionals and paraprofessionals which may include observations or checklists 

 compile a student history from interviews and thorough record review  collect student-centered, contextualized, performance-based, descriptive, and functional information

  select and administer reliable and valid standardized assessment instruments that meet psychometric standards for test specificity and sensitivity

  conduct informal school setting observations and/or review of anecdotal records Interpreting and reporting speech-language assessment results