1. (a) Definition.

   1. (1) "Speech or language impairment" means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
   2. (2) The operational definition under Arkansas rules, which is designed to be compatible with the federal definition, is as follows: "Speech or language impairment" means a communication disorder, such as deviant articulation, fluency, voice, and/or comprehension and/or expression of language, spoken or written, that impedes the child's acquisition of basic cognitive and/or affective skills, as reflected in the Department of Education curriculum standards.

2. (b) Possible referral characteristics:

   1. (1) Intellectual. Intellectual functioning is not as strong an indicator as are other referral characteristics;

   2. (2) Academic.

      1. (A) Overall achievement may be below expectancy in relation to:

3. (i) Chronological age;

   1. (ii) Mental age; or

      1. (iii) Both.
      2. (B) Achievement in reading, spelling, written composition, grammatical usage, or math processes may be below expected levels, often with delay or difficulty in acquisition of prereading or other readiness skills.
      3. (C) Word knowledge may be below expectancy.
      4. (D) Word substitutions may occur frequently in reading and in writing from copy or reproducing from recall;

   2. (3) Behavioral.

      1. (A) Hesitates or refuses to participate in verbal activities.

      2. (B)

         1. (i) Is inattentive, distractible.
         2. (ii) Exhibits poor concentration.
         3. (iii) Has difficulty "tuning in" to tasks or switching tasks.
      3. (C) Displays refusal behavior and/or low frustration tolerance.
      4. (D) Perseverates verbally and/or motorically.

      5. (E)

         1. (i) Has difficulty following directions.
         2. (ii) Must be shown what to do.

      6. (F) Has trouble analyzing/integrating information from what is:

         1. (i) Seen;
         2. (ii) Heard; or
         3. (iii) Felt.
      7. (G) Is embarrassed or disturbed by his or her speech, regardless of age.
      8. (H) Has difficulty interpreting emotions, attitudes, and intentions others communicate through nonverbal aspects of communication (facial expressions and body language).
      9. (I) Responds inappropriately to subtle nonverbal social cues, often giving inappropriate social responses.
      10. (J) May not establish or maintain eye contact.
      11. (K) Repeats what is said to him or her or what he or she is reading, vocally or subvocally.
      12. (L) Uses gestures extensively while talking or in place of speech.
      13. (M) Is slow to respond during verbal interaction or following verbal cues.
      14. (N) Is compulsive in actions or speech.

      15. (O)

          1. (i) Acts impulsively, without forethought.
          2. (ii) Often responds before instructions are completed.
      16. (P) Is echolalic.
      17. (Q) Has difficulty remembering and finding specific words to use during conversation or when answering a question;

   3. (4) Communicative abilities.

      1. (A) Refer to other sections within this subsection for additional traits.
      2. (B) Asks questions and/or responds to questions inappropriately (especially "why" and "how" question forms).
      3. (C) Has difficulty discriminating likenesses and differences.

      4. (D) Has difficulty:

         1. (i) Analyzing and synthesizing sound sequences;
         2. (ii) Forming stable phoneme/grapheme associations; and
         3. (iii) Segmenting words into smaller grammatical units.

      5. (E) Has difficulty learning and applying concepts of:

         1. (i) Time;
         2. (ii) Space;
         3. (iii) Quantity;
         4. (iv) Size;
         5. (v) Proportion; and
         6. (vi) Measurement.
      6. (F) Has difficulty comprehending and using linguistically complex sentences.
      7. (G) Has problems acquiring and using grammatical rules and patterns for word and sentence formation.
      8. (H) Cannot identify pronouns and their antecedents.
      9. (I) Cannot relate the events in a story or information in a report in sequential order.
      10. (J) Cannot predict outcomes, make judgments, draw conclusions, or generate alternatives after appropriate discussion.

      11. (K) Does not recognize and understand figurative language such as:

          1. (i) Alliteration;
          2. (ii) Similes;
          3. (iii) Metaphors;
          4. (iv) Personification; and
          5. (v) Idioms.
      12. (L) Does not recognize syllabication and accent in words.
      13. (M) Cannot give clear and appropriate directions.

      14. (N) Has difficulty interpreting or formulating (oral or written):

          1. (i) Compound or complex sentences; and/or
          2. (ii) Sentences that compare and contrast ideas or show cause-effect relationships.
      15. (O) Cannot summarize essential details from hearing or reading a passage, nor distinguish relevant from irrelevant information.
      16. (P) Has difficulty analyzing and solving math reading problems of various complexity (one (1) or multiple step), including those involving probability.
      17. (Q) Will not initiate conversations.
      18. (R) Cannot identify or use expository, descriptive, or narrative language in written work.
      19. (S) Cannot write an organized paragraph using related sentences of varying length and grammatical complexity.
      20. (T) Has problems interpreting and/or using vocal pitch, intensity, and timing for purposes of communicating subtle distinctions in emotion and intention.
      21. (U) Has inappropriate vocal pitch for age and sex.
      22. (V) Does not use appropriate vocal control, particularly in regulating speaking volume (unusually loud or soft).
      23. (W) Has breathy, harsh, husky, or monotone voice.
      24. (X) Continually sounds congested (denasal).

      25. (Y)

          1. (i) Sounds unusually nasal.
          2. (ii) Voice has a whining quality.
      26. (Z) Has abnormal rhythm or rate of speech.
      27. (AA) Frequently prolongs or repeats sounds, words, phrases, and/or sentences during speech.

      28. (BB) Has unintelligible (cannot be understood) or indistinct speech.

          1. (CC) Has difficulty articulating sounds within words; and

   4. (5) Physical.

      1. (A) Conditions are indicated in the student's medical/developmental history, such as:

         1. (i) Cleft lip and/or palate;
         2. (ii) Deviant palatal-pharyngeal structure;
         3. (iii) Cerebral palsy;
         4. (iv) Muscular dystrophy;
         5. (v) Brain injury;
         6. (vi) Aphasia;
         7. (vii) Vocal nodules or other pathology of the vocal mechanism;
         8. (viii) Hearing loss;
         9. (ix) Myringotomy or other aural surgery;
         10. (x) Orofacial abnormalities; or
         11. (xi) Congenital disorders.

      2. (B) Has continuous allergy problems or frequent colds.

         1. (C) Has deviant dental structure.

            1. (D) Has oral muscular coordination slower than normal.

      3. (E) Displays clumsiness or general motor incoordination.

         1. (c) Screening information.

   5. (1) Required:

      1. (A) Hearing; and
      2. (B) Vision.

   6. (2) Recommended:

      1. (A) Formal. Information derived from school-wide, grade, and/or class testing; and

      2. (B) Informal:

         1. (i) Checklists;
         2. (ii) Inventories;
         3. (iii) Interviews;
         4. (iv) Observation or observations in classes and/or other settings; and
         5. (v) Access to and review of existing records and available information.
         6. (d) Required evaluation data.
   7. (1) Social history.
   8. (2) Individual achievement (formal or informal).

   9. (3)

      1. (A)

         1. (i) Communicative abilities (required as described below).
         2. (ii) The speech-language pathologist (SLP) is to conduct a thorough and balanced speech, language, or communication assessment.
         3. (iii) The foundation of a quality individualized assessment is to establish a complete student history.
         4. (iv) That information should guide the selection of subsequent assessment tools and activities, which should reflect multiple perspectives.
         5. (v) No single assessment measure can provide sufficient data to create an accurate and comprehensive communication profile.

      2. (B) For verbal communicators (students using spoken language to communicate), two (2) or more tests and/or procedures that delineate the specific nature and extent of the disorder.

         1. (C)
         2. (i) For nonverbal communicators (students who are nonspeaking or exhibit severe difficulties using verbal communication to make themselves understood by others), an assessment for augmentative/alternative communication (AAC) performed by a multidisciplinary team with experience, training, and competence in AAC.

         3. (ii) Refer to 6 CAR § 130-508.

            1. (D)
         4. (i) Oral-peripheral speech mechanism examination, which includes a description of the status and function of orofacial structures.
         5. (ii) This examination must be conducted in addition to the requirement for either verbal communicators or nonverbal communicators in subdivisions (d)(3)(B)–(C) of this section.
         6. (iii) If, after examination, feeding and/or swallowing are a concern, the SLP should make appropriate referral for further medical evaluation.

      3. (E) Other.

         1. (i)
4. (a) (a) Combining standardized (norm-referenced) with nonstandardized (descriptive) assessment using multiple methods will ensure the collection of student-centered, contextualized, performance-based, and functional information about the child's communicative abilities and needs.

5. (b) (b) Standardized assessment may consist of any diagnostic tool that compares results to an appropriate normative sample.

   1. (c) (c) Nonstandardized assessment may consist of:
   2. (1) (1) Criterion-referenced assessment;
   3. (2) (2) Curriculum-based assessment;
   4. (3) (3) Dynamic assessment;
   5. (4) (4) Language samples; and

   6. (5) (5) Structured probes.

      1. (ii) When the SLP deems additional medical or other professional information is necessary, appropriate referral should be made with resulting information considered in the process of formulating diagnostic and/or programmatic impressions.

         1. (iii)
6. (a) (a) Related functions that may contribute to or underlie a communication disorder must also be considered.

7. (b) (b) For example, impaired articulation may be related to:

   1. (1) (1) An auditory acuity and/or perceptual deficit;
   2. (2) (2) A motor-speech problem;
   3. (3) (3) An overall maturational lag; or

   4. (4) (4) A deviant oral structure.

      1. (c) (c) Such determinations cannot be made solely through administration of a standard test of articulatory ability.

         1. (iv) When evaluating speech and/or language for disability category other than SI, refer to required evaluation components for the disability category being considered (e.g., hearing impairment, intellectual disability).

8. (e) Optional evaluation data.

   1. (1) Individual intelligence.
   2. (2) Portfolios.
   3. (3) Anecdotal records.
   4. (4) Checklists and developmental scales.

9. (f) Evaluation data analysis.

   1. (1) Types of communication disorders:

      1. (A) Language disorder.

         1. (i) Impaired comprehension and/or use of spoken, written, and/or other symbol systems.
         2. (ii) This disorder may involve the form of language (phonology, morphology, syntax), the content and meaning of language (semantics, prosody), and/or the function of language (pragmatics) in communication.
         3. (iii) Such disorders may involve one (1), all, or a combination of the following components of language.
         4. (iv) Form of language.
10. (a) (a) Phonology is the sound system of language and the rules that govern the sound combinations.

11. (b) (b) Morphology is the system that governs the structure of words and the construction of word forms.

    1. (c) (c) Syntax is the system governing the order and combination of words to form sentences and the relationships among the elements within a sentence.

       1. (v) Content and meaning of language.
12. (a) (a) Semantics is the system that governs the meanings of words in sentences.

13. (b)

    1. (1) (b)(1) Prosody is the feature of communication involving stress and intonation patterns that convey the meaning of spoken utterances, determined primarily by variations in:

       1. (A) (A) Pitch;

       2. (B) (B) Loudness; and

          1. (C) (C) Duration.

    2. (2) (2) Status may be reported from informal observation.

       1. (vi) Function of language. Pragmatics is the system that combines the above language components in functional and socially appropriate communication.

          1. (vii) Perception and processing of language. Perception and processing is the manner by which language is internally received and responded to and involves attention, sequencing, memory, analysis, synthesis, and/or discrimination abilities.

       2. (B) Speech production disorder.

          1. (i)

14. (a) (a) Impairment of the articulation of speech:

    1. (1) (1) Sounds;
    2. (2) (2) Fluency; and/or
    3. (3) (3) Voice.

15. (b) (b) Such disorders may involve one (1), all, or a combination of the following components of the speech production system.

    1. (ii) Articulation.
16. (a) (a) An articulation disorder is the production and combination of speech sounds.

17. (b) (b) An articulation disorder may manifest as:

    1. (1) (1) An individual sound deficiency (traditional articulation disorder);
    2. (2) (2) Incomplete or deviant use of the phonological system (phonological disorder); or

    3. (3) (3) Poor coordination of oral-motor mechanism for purposes of speech production (apraxia/dysarthria).

       1. (iii)
18. (a) (a) Voice is the feature of speech production that impacts tonal quality, pitch, loudness, and resonance of speech.

19. (b) (b) Adequate status may be reported from informal observation.

    1. (iv)
20. (a) (a) Fluency is the feature of speech production that impacts the rate and rhythm of conversational speech.

21. (b) (b) Slight to severe physical behaviors may also accompany the disorder.

    1. (c) (c) Adequate status may be reported from informal observation.

    2. (2)

       1. (A) In analyzing communicative abilities, the SLP should be aware of factors that represent communication differences rather than disorders.
       2. (B) Communication differences refer to maturational, regional, social, or cultural/ethnic speech and/or language variations that are not considered communication disorders.
    3. (3) After carefully analyzing the evaluation data pertaining to the student's communicative abilities, the speech-language pathologist will complete a written evaluation report that includes impressions indicating the presence or absence of a clinical disorder.

    4. (4)

       1. (A) Through committee interaction this evaluation information will be integrated with all other data (e.g., teacher observations, including those of educational performance, and other formal and informal assessment data) gathered throughout the screening/evaluation processes.
       2. (B) This will be done so that the committee may determine if a disabling condition exists that impedes the student's acquisition of expected academic, behavioral, social, vocational, and functional performance goals.

    5. (5)

       1. (A) The committee must judge what the consequences of the impairment are for the student in relation to expected learnings within the curriculum, as established at each grade and/or chronological age level of skill development.

       2. (B) The relationship of the communication disorder to expected learnings should be recorded on the evaluation/programming conference decision form.

          1. (C) Once the adverse effect on educational performance is established, a determination must be made of the corresponding need for special education services.
    6. (6) When a student whose eligibility is based on a disability category other than speech or language impairment exhibits a concomitant communication disorder, as determined through formal evaluation, then circumstances exist for the provision of speech and/or language services.

22. (g) Programming considerations.

    1. (1)

       1. (A) Service delivery is a dynamic concept and changes as the needs of the students change.

       2. (B) Therefore, in designing a program to address the communication needs of students with disabilities, a variety of service delivery options should be considered.

          1. (C) No one (1) service delivery model listed should be used exclusively within a district's speech and language program.

             1. (D) Service delivery options include direct and indirect services.

       3. (E) Direct services may consist of:

          1. (i) Therapy integrated into the classroom;
          2. (ii) Pull-out therapy in an individual or group setting;
          3. (iii) Community-based instruction; and/or
          4. (iv) A combination.

       4. (F) Indirect services may include collaboration or consultation with:

          1. (i) Parents;
          2. (ii) General and special education teachers; and
          3. (iii) Other service delivery providers.

    2. (2)

       1. (A) Decisions as to how instruction should be provided (e.g., in the context of a direct speech-language therapy program, a special education classroom, and/or a general education classroom), must be based on the individual needs of the child.
       2. (B) Services must be provided in the least restrictive environment.

    3. (3)

       1. (A) Prior to recommending dismissal from speech or language therapy services, existing data must be reviewed and may include a comprehensive evaluation, if deemed appropriate or required.
       2. (B) Refer to 6 CAR § 132-101, for a complete review of dismissal criteria.

Codification Notes: “SI” means speech impairment.