Jean Blosser, Ed.D., CCC-SLP

Creative Strategies for Special Education

JBlosser23@gmail.com / 410-783-7758

Georgia Speech & Hearing Association – 2.6.2016

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FinancialFinancial compensation from GSHA for this presentation

Royalties from Plural Publishing & Cengage Pub

President & Education Consultant, Creative Strategies for Special Education

Non-FinancialProfessional Association & University Committees & Advisory Boards

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This session explores outcomes measurement for SLP services in the school setting from a broad range of perspectives.

Importance & benefits of measuring outcomes in the school setting

Type of outcomes schools value

3 Specific types of outcomes measurement

Processes and tools forsystematic data collection

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Does my therapy really make a difference? Do kids’ parents see changes in their child’s

communication? Is my intervention really educationally relevant? Will my students’ improve their academic performance

as a result of my intervention? What is the most effective system for speech-language

service delivery in the school setting? Does collaboration with teachers decrease the length

of enrollment? Is a pull out model of service delivery as effective as

integrating services into the classroom?

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Constituent demands and expectations.

Seek proof that education and special education services are of high quality and result in outcomes.

Education provided will enable kids to succeed in school, graduate, get good jobs, contribute to society.

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National Education Agenda

Core Curriculum Standards

Data Analysis

Annual Yearly Progress (AYP)

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Changing school SLP roles & responsibilities

Linking intervention to school performance

Expectations and accountability

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Competence in communication for learning

Competence in problem-solving & critical thinking

Competence in communication for math, language arts, reading, writing

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Clear direction

Increased understanding

Solutions to challenges

Greater consistency among practitioners

Improved practices and processes

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1. Student Outcomes

2. Partnership Outcomes

3. Program and Systems Outcomes

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Improved functional communication in low and high demand communication situations.

Improved educational performance including academic performance and participation in school activities as a result of improved communication goals.

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Improved relationships with education partners and families.

Increased understanding by education partners and families of communication impairments and the impact of those impairments on academic and social performance.

Increased team coordination and competency to provide assistance and support to students by implementing recommended accommodations and modifications that will result in improved communication interactions.

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Changes and improvements within the speech-language program and/or the education organization and system that result in greater efficiency, effectiveness, and services for students with communication disabilities.

Improved school climate and culture to promote positive attitudes and conditions that support students.

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Measuring Two Aspects

1. Change in functional communication skills as a result of treatment

- NOMS

- WeeFIM

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2. Change in academic performance as a result of improved communication skills.

- Progress monitoring

- AIMSWeb

- DIBELS

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Outcomes of a collaborative speech-language intervention approach

- 97 middle school students

- Individualized reading program + Indirect speech language intervention + parent awareness

- Results- Improved communication skills

- Improved reading performance

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Engagement and collaboration with education team members and families is required and essential.

Limited research to provide evidence of the value and benefits of collaboration.

Measures

- Changes in teachers’ understanding & knowledge

- Teachers’ & parents’ feedback on changes in students’ performance

- Satisfaction with services

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Student population

Services provided

Program highlights

Results

Measurement system

Reading performance

SLP responsibilities

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Outcomes assessment processes can be implemented to evaluate the efficiency and effectiveness of our school-based SLP programs and how we are meeting our goals.

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Compliance monitoring systems

Standardized eligibility and dismissal criteria

Effective service delivery options

Intervention programs

Quality of referrals

Integrating services into classroom

Workload / caseload

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Establish a rating of family & teacher engagement

Type of activities

Level of engagement

Periodic surveys

Efforts to engage

Summarize and share findings

Replicate efforts that are successful

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Improve outcomes

Shorten time to service completion

Increase efficiency

Reduce costs

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Create the infrastructure and skills necessary to support and sustain data collection, analysis and reporting processes.

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In order to conduct a successful outcomes measurement system, administrators and fellow education team members must be brought onboard so they understand the purpose and goals of outcomes measurement.

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Enjoy letting others know about your success!

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Blosser, J. (2012). Outcomes Matter in School Service Delivery. Chapter in Golper, L. & Frattali, C., Outcomes in Speech-Language Pathology. ThiemePublishers.

Golper, L.A. & Frattali, C.M. (2013). Outcomes in Speech-Language Pathology. Thieme Publishers.

Blosser, J. (2013). School Speech-Language Pathology: Organization & Service Delivery. Plural Publishing.

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