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Lisa A. Scott, Ph.D., CCC-SLP, of The Florida State University, discusses concrete strategies for establishing eligibility for school-age children who stutter according to IDEA guidelines.

Specific methods are described for documenting developmental, academic, and functional information for children who stutter. Then, applying evaluation data to determine adverse educational impact and the educational relevance of the child's stuttering problem is highlighted.

Examples from various state standards are provided as well as a case study profiling a specific case. (1 hour 50 minutes)

(start time) TOPIC
(00:00-) Introduction
(01:21-) Case Study
(11:30-) IDEA Overview
(17:24-) Eligibility
(23:23-) Strategies for Evaluating
(24:25-) Developmental Information
(27:02-) Tools for Gathering Developmental Information
(28:41-) Academic Information (part 1)
(33:46-) DIBELS
(37:01-) Academic Information (Part 2)
(40:21-) Iowa Core Curriculum Standards
(42:14-) Virginia’s Standards of Learning
(43:16-) Tools for Gathering Academic Information
(45:16-) Functional Information
(48:52-) Tools for Gathering Functional Information
(51:11-) Functional Limitations Tables
(1:03:30-) Documenting Confidence
(1:16:35-) Other Assessment Tools
(1:20:14-) Functional Limitation Table of Assertiveness
(1:22:13-) Documenting Educational Relevance
(1:26:36-) Determining Adverse Educational Impact
(1:30:40-) Overall Functional Level for Fluency
(1:33:02-) Case Study Profile
(1:48:20-) Credits