FUNTIONAL BEHAVIORAL ASSESSMENT

INTERVIEW WITH SPEECH AND LANGUAGE PATHOLOGIST

(1) WHAT • TEACHER INTERVIEW.

ASSESSMENTS WERE • CLASSROOM OBSERVATIONS.
USED TO DIAGNOSIS • REVIEW OF WORK SAMPLES.
ELIGIBILITY? • CLINICAL OBSERVATIONS.
• OCCUPATIONAL THERAPIST INTERVIEW.
• PAT: Picture Articulation Test. The purpose of this test is to take an inventory of the
sounds produced correctly and incorrectly and to analyze the types of articulation
errors made in students age 3-0 to adult.
• OWLS (Oral and Written Language Scales) – Listening Comprehension. The purpose
of this test is to assess the receptive language of students age 3-0 to 21.
• OWLS (Oral and Written Language Scales) – Oral Expression. The purpose of this
test is to assess the use of language structures/concepts by students age 3-0 to 21.

(2) WHAT WERE THE • AREAS OF NEEDS:

RESULTS AND AREAS Student did not imitate sounds or words.
OF NEEDS FROM THE Student did not face, or give eye contact to, his speaker. When addressed, he
DIAGNOSIS? did not acknowledge being spoken to. When a person approaches him and
talks to him, he may take in their physical presence as he did with objects, but
did not 'interact' with that person.
Student did not respond to simple yes/no questions, verbally or nonverbally.
Student followed a very limited set of simple 1-step oral commands that are
frequently used in the classroom.
When given a sign (sign language) to imitate in order to make a simple one-
word request ('more'), student instead reached and grabbed for the desired
item without attempting to imitate the sign.
Student was unable to imitate oral postures that mimic vowel or consonant
production, at least in part because he does not visually attend to the cues.
Student was unable to use his voice on command, despite being given tactile-
visual-auditory cues. He did not indicate that he distinguishes when his, or a
speaker’s, voice is on or off despite being given multiple cues.
Student's severe receptive and expressive language skills negatively impair his
ability to access his curriculum.
Student is unable to follow most simple classroom directions, request needed
items in order to accomplish a classroom curricular task, label common
objects, numbers, or letters.
Student did not acknowledge or address speaking partners (teacher, adults,
peers) through eye contact, nor by facing his body towards them.
Student's inability to imitate oral postures, distinguish between voice on/voice
off, and lack of the use of earliest developmental sound (/b,d,g,k,m,p,t,w/)
and vowel sounds, severely impairs his ability to access his curriculum in
activities that require oral speech, such as sound and letter identification.
• ASSESSMENT RESULTS: Severe delays in language and speech as well as
inattentiveness.
(3) WHAT WAS THE • RECOMMENDATION: Based on the Language and Speech assessment, which
RECOMMENDATION included evaluation of relevant functional, developmental and academic
FROM THE information, student did require Language and Speech services to assist him to
DIAGNOSIS? benefit from his specially designed instruction. Results indicated disorder in areas of
Expressive/Receptive Language and Articulation.

(4) WHAT SUPPORT • CLASSROOM TEACHERS:

DID THE STUDENT  Preferential seating.
REQUIRED AS THE  Provide visual/tactile cues for word production.
RESULTS OF THE  Provide visual / tactile cues for vocalizing.
DIAGNOSIS?

(5) WHAT ARE THE • Teacher Interview/Questionnaire.

MOST RECENT • Parent Interview.
ASSESSMENTS USED • Classroom Observations.
FOR IEP RE- • Clinical Observation.
EVALUATION? • Classroom Observations.
• Oral-Peripheral Examination- a visual inspection of the oral peripheral mechanism,
including the lips, tongue, hard and soft structures of the palate, to determine if
these mechanisms are adequate for speech production.
• The Social Language Development Test – Adolescent (SLDTA. It is a standardized
diagnostic test of social language skills for adolescents aged 12.0 through 17.11. This
test does not address all aspects of social language or pragmatic skills; it focuses on
social interpretation and interaction with peers. Tasks include taking someone else’s
perspective, making correct inferences, solving problems with peers, interpreting
social language, and understanding idioms, irony, and sarcasm. Sam was unable
comprehend most tasks/items and respond appropriately despite repeat/rephrase
and considerable redirection and prompting. He could answer 4 of 60 questions
appropriately with max support.
• Comprehensive assessment of Spoken Language 2- Assesses language processing
skills and knowledge.
• CASL-2 TEST.

(6) WHAT ARE THE • Student has extreme difficulty when a higher level of auditory reasoning was
RESULTS OF THE RE- required, which included implied meanings, inferences, and making logical
EVALUATION FROM conclusions.
QUESTION 3? • Frequently he did not appear to grasp or understand what was being asked of him
and responded to parts of the scenario with his own experience (not relating to
question asked).
• Student’s answers were frequently disorganized and illogical with irrelevant and
tangential information interjected. Often his listener has to infer his meaning. Cues
and models should be given by all teachers and paraprofessional who work with the
student to establish clear expectation of output and encourage more meaningful,
organized utterances.
(7) WHAT IS THE • Autism effect student’s ability to acquire and maintain age appropriate language
RECOMMENDATION skills and to participate in the classroom across the General Education curriculum.
FOR SERVICE IF THE The student needs Language and Speech (LAS) support.
STUDENT CONTINUE
TO QUALIFY FOR SLP?

(8) WHAT ARE THE • Required multiple cues to return to his seat and complete work.
BEHAVIORS YOU HAVE • Student interjected irrelevant questions and comments.
OBSERVED AND • Student gets easily frustrated and needs cues from BII to help self-regulate and
DESCRIBE THESE persevere through challenging task.
BEHAVIORS? • Student disrupt class with outburst and questions that occur to him, which may
often irrelevant to the topic or classwork.
• When redirected to task or reminded that it is not appropriate, he will insist loudly
and become argumentative with his BII/teacher.
• Student became argumentative and ask why he didn’t need the book, and stated
that he want to have the book.
• Student was overall cooperative during the assessments.

Reflection
Speech and language assessments:
• SLP conducts classroom observations and teacher interviews for SLP assessment/IEP evaluation.
• SLP uses informal and formal assessment/IEP evaluation.
• SLP uses student’s strengths and needs to determine assessment results.
• SLP provide IEP recommendation, determine SLP eligibility and service.
• SLP observes student’s behavior during classroom observations and test sessions.
Collaborate with SLP for assessment:
• Cooperate with SLP during their observation of student in your classroom.
• Respond in timely manner with teacher survey for input.
• Allow time for SLP to conduct interview with teacher.
• Provide any necessary student work sample to SLP for their comprehensive assessment.
• Develop on going communicate to support student needs and monitor student progress.
• Share data/research-based practices with SLP.
• Find time to watch each other work with student.