Assessment and Diagnosis in School Services
School Services Frequently Asked Questions
Assessment
Is parental consent required for screenings?
Parental consent is not required before administering screenings that are applied across the entire student population. Screening is not considered an evaluation under IDEA to determine eligibility for special education services, and parental consent is not required.
What is ASHA's position on using the latest version of a test?
ASHA does not have an official position or policy on using the most recent version of a test. However, best practice indicates that you should use the most recent version of an assessment tool or test available. Test developers revise assessments to reflect changes in research, to improve validity and reliability, or to include populations that may not have been included in the previous version. If the most recent version is not available to you, contact the publisher to learn about the changes in the revised edition. The information that you obtain from the publisher may be useful in helping you advocate and gain support for purchasing the most current version.
How often can a standardized test be administered to the same student?
The answer varies according to the particular standardized test that you are using. Some test manuals include test-retest schedules, and others do not. For example, Pro-Ed suggests guidelines ensuring that enough time has elapsed so that the student
- is in the next norm group;
- no longer remembers the test questions; and
- appears to have made progress.
In the end, make these decisions on a case-by-case basis, using as much information as is readily available and thoroughly documenting all diagnostic procedures and outcomes. If the publisher offers no guidance, the qualified examiner should use their clinical judgment and allow 6–12 months between administrations. If a student appears sick or anxious during the session, or if there are other factors that impact test validity, then you can repeat the test right away.
It is important to consider the school's testing schedule whenever possible. During periods of high-stakes classroom testing, students may be less engaged in additional testing—such lack of engagement may impact the outcomes. It may also be helpful to avoid administering tests on the day before or the day after a school holiday.
What are the required components of an evaluation?
The Individuals With Disabilities Education Improvement Act of 2004 specifies that a public agency should
- "use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent that may assist in determining
- whether the child is a child with a disability under Section 300.8; and
- the content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general education curriculum (or, for a preschool child, to participate in appropriate activities);
- not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child; and
- Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors."
Diagnosing Disorders
Can an SLP diagnose childhood apraxia of speech (CAS)?
According to ASHA's 2007 Position Statement on CAS, the certified SLP is responsible for making the primary diagnosis of CAS, designing and implementing the individualized and intensive speech-language treatment programs. Diagnosis and treatment of childhood apraxia of speech (CAS) are the role of certified SLPs with specialized knowledge in motor learning theory, skills in differential diagnosis of childhood motor speech disorders, and experience with a variety of intervention techniques that may include augmentative and alternative communication and assistive technology.
Can an SLP diagnose autism spectrum disorder (ASD)?
SLPs play a central role in the screening, assessment, diagnosis, and treatment of persons with autism spectrum disorder (ASD). The professional roles and activities in speech-language pathology include
- clinical/educational services (diagnosis, assessment, planning, and treatment);
- prevention and advocacy; and
- education, administration, and research.
Interdisciplinary collaboration and family involvement are essential in assessing and diagnosing ASD. The SLP is a key member of an interdisciplinary team that includes the child's pediatrician, a pediatric neurologist, and a developmental pediatrician. See ASHA's Scope of Practice in Speech-Language Pathology (2016).
Can an SLP diagnose dyslexia?
ASHA's position statement: Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents, states that SLPs play a critical and direct role in the development of literacy for children and adolescents with communication disorders, including those children with severe or multiple disabilities. The scope of practice for SLPs includes literacy assessment and intervention for children and adolescents as well as adults with developmental disabilities. See ASHA's Practice Portal page on Written Language Disorders; see also the U.S. Department of Education guidance on dyslexia [PDF].
