1. (a) Duration of services.

   1. (1) What has been the duration of speech therapy service?
   2. (2) What has been the duration of therapy for current goal or goals/objective or objectives?

2. (b) Intensity of service.

   1. (1) How frequently does the student receive such therapy?
   2. (2) Have alternative intensity levels of treatment been utilized?

3. (c) Mode of service.

   1. (1) Have alternative modes of service (individual therapy, group therapy, integrated therapy, etc.) been utilized to stimulate progress?
   2. (2) Have various modes of service been used for a sufficient time period?

4. (d) Review of evaluation data.

   1. (1) Does review of the evaluation data reflect an accurate diagnosis?
   2. (2) Were appropriate goals/objectives established?

5. (e) Focus of service.

   1. (1) Have treatment methods been appropriate for the diagnosed disorder?
   2. (2) What has been the student's level of response to the treatment method or methods?
   3. (3) Within the scope of the treatment program, has the student been able to progress to the next level of the program or a branch of that program?
   4. (4) Has treatment been at an appropriate level for the child?

6. (f) Setting.

   1. (1) Have a variety of therapy settings been utilized (individual, group, integrated)?
   2. (2) What is the student missing in the regular classroom during speech therapy?
   3. (3) Have alternative therapy times (different time of day, etc.) been tried?
   4. (4) Is the SLP working with regular and/or special education teachers to ensure curricular and/or instructional modifications are implemented if they are needed?
7. (g) Individualization. Has the SLP truly individualized instruction for the student?

8. (h) Pattern of service delivery.

   1. (1) How has therapy been provided in the past?
   2. (2) What has been the focus of therapy in the past?

   3. (3)

      1. (A) Have there been gaps in service?
      2. (B) Has child moved frequently?
      3. (C) Frequent absences?

9. (i) Capacity of student for change (longitudinal view).

   1. (1)

      1. (A) Has student been more responsive to therapy at times?
      2. (B) Has there been a pattern of regression and/or progression?
      3. (C) When has he or she been most responsive?

   2. (2)

      1. (A) How do other service providers regard the child's progress to date?
      2. (B) His or her responsiveness to therapy?
   3. (3) Does therapy and/or the IEP provide motivational incentives?
   4. (4) Has the SLP maximized therapy when progress is being achieved?

10. (j) Analysis of dynamics of the situation.

    1. (1) Is the SLP basing recommendation for dismissal on child's personality traits, etc.?
    2. (2) Is the SLP dismissing child due to dislike of child, parent, situation with teacher, etc.?
    3. (3) Have other situational dynamics influenced recommendation for dismissal?
11. (k) Second opinion. Has the SLP sought the assistance of another qualified provider to furnish a second opinion?
12. (l) Continuity. Are other service providers consistently reinforcing what the SLP is doing in therapy or is the SLP working in isolation?

Codification Notes: “SLP” means speech-language pathologist. "IEP" means individualized education program.