The Importance of Reassessment following a School-Based Individualized Education Plan (IEP) Referral: A Case of Cluttering
In the public school setting, speech-language pathologists (SLPs) are faced with large caseloads of students who have often been evaluated by other professionals. The optimal approach when treating a new student is to conduct a thorough assessment to ensure accuracy and consistency of previous diagnoses and goals prior to the initiation of treatment.
MA was an 11.4-year-old monolingual English-speaking girl with exposure to Arabic. She just entered sixth grade and was in a general education classroom setting with an individualized education plan (IEP) for Special Education Teacher Support Services (SETSS), as well as speech-language therapy twice a week in a group of three students. According to the IEP, MA had received speech and language services since Kindergarten. MA’s IEP classification was “learning disability” and, according to her teacher, she was reading at a second grade level and was frequently getting in trouble for “calling out, disrupting class, and talking back to the teacher.” It was also noted that MA’s handwriting was “messy” and that she spoke at an increased rate, causing her to be unintelligible to both familiar and unfamiliar listeners 80% of the time. MA’s speech and language goals primarily focused on organizing thoughts and ideas to increase verbal and written expression, increasing spelling/grammar/punctuation skills, and answering WH questions with supporting details to increase reading comprehension.