CaseHistory:JM

Group#7
BrianaCanterino,BrianaLopresti,AlinoelNavia,MarieOdejar

Canterino, Lopresti, Navia, Odejar 2

TABLEOFCONTENTS
BackgroundInformationandCaseHistory
2
Diagnosis
4
DescriptionofImpairment 5
ImpactofHearingLossonCommunicationAbility
AudiologicalIntervention 9
SpecialConsiderations
11
AudiologicalStatusandtheSLP 14
Demographics
15
LawsandRegulations
16
References 22

Canterino, Lopresti, Navia, Odejar 3

BACKGROUNDINFORMATIONANDCASEHISTORY
JMisa5year,2montholdboywhoattendsMarieKatzenbachSchoolfortheDeaf
(MKSD)forkindergarten.MedicalhistoryissignificantforthediagnosesofAttentionDeficit
HyperactiveDisorder(ADHD)andaprofoundbilateralsensorineuralhearingloss(SNHL).JM
isfollowedbyaneurologist,audiologist,andallergist.Birthhistoryissignificantforprematurity
and low birth weight, which involved a 9day stay in the Neonatal Intensive Care Unit
(NICU)untilheachievedadequatenutritionalneeds.JMtakesadailymultivitamintoaddress
nutritionaldeficits.
Familyhistoryissignificantformaternalhearingloss.JMsmotherhasaseverebilateral
SNHL.SheisamemberoftheDeafcommunityandisfirmlyagainstthefittingofanassistive
hearingdevice.SheandherhusbandwishtoupholdtheidealsoftheDeafculture.
JMfailedhisNewbornInfantHearingScreeninginbothearsandreceivedafullhearing
evaluation,whichconfirmedhisdiagnosisofabilateralSNHL.JMqualifiedforservicesand
participated in the Early Hearing Detection and Intervention program. Developmental motor
milestoneswerereachedwithinnormallimits;however,speechmilestonesweresignificantly
delayed.SignlanguageisJMsprimarymodeofcommunication.JMsinitialspeechevaluation
revealed a moderatesevere expressive and receptive language disorder. He received speech
therapythroughEarlyInterventionservicesuntilheturnedthreeandwasnolongereligible.The
agencytransitionedhimtoanewspeechtherapist;however,hisparentsdischargedservicesafter
theclinicianstronglyurgedthemtoconsideranassistivehearingdevice.

Canterino, Lopresti, Navia, Odejar 4

Parents report concerns with JMs academic performance due to communication
difficultiesathomeandatschool.Duringhismostrecentspeechevaluation,JMpresentedwith
characteristics consistent with the parent report. He is unaffected by loud noises or speech
sounds due to his hearing loss. JMs behavioral characteristics are characterized by the
following:difficultytosustainattentiontotasksformorethanafewminutes,hyperactivity,
impulsivity, refusal to do work, avoidance of interaction with communication partners, and
aggressivebehaviors.Aggressivebehaviors,suchashittingandbangingobjects,occurmore
frequentlywhenhebecomesfrustratedorisunabletocommunicatehisbasicwants/needs.JM
hasbeenobservedtoproduceafewvocalizations;however,theyareunintelligible,veryloud
andtypicallyproducedwhenheisemotionallydistressed.JMinconsistentlyrespondstohis
nameviasignlanguage.Hehaslimitedengagementswithhispeers/communicativepartnersand
oftenrequiresredirection.

Canterino, Lopresti, Navia, Odejar 5

DIAGNOSIS

PrimaryDiagnosis:ProfoundBilateralSensorineuralHearingLoss(SNHL)
SecondaryDiagnosis:AttentionDeficitHyperactiveDisorder(ADHD)

Accordingtohisprevioushearingassessmentsandcomprehensiveaudiologicevaluation,
JMs primary diagnosis was found to be a profound SNHL. JM was noted as aggressive,
excitable,andfidgety.Hisparentsfirstattributedthesesymptomstobearesultofhishearing
difficulties, but their pediatrician recommended a neurological assessment. JM received a
neurologicalassessmentwhenheturned4,andresultsconfirmedadiagnosisofADHD.Asa
resultofhisprofoundbilateralSNHLandADHDdiagnoses,JMsinterpersonalandacademic
successaresignificantlyimpacted.JMwasrecommendedforaspecializedschoolfortheDeaf
andwassubsequentlyadmittedtoMKSDtomeethisneeds.

Canterino, Lopresti, Navia, Odejar 6

DESCRIPTIONOFIMPAIRMENT
JMfailedtheotoacousticemissionsscreeningtesttwiceandwasreferredforanABR,
whichhealsofailed.AnASSRtestprovidedresultsindicatingaseverehearingloss.Further
testingwaswarrantedtoassesshishearingfunction.JMstympanometryresultsreportaTypeA
tympanogram,reflectingappropriatetympanicmembraneandmiddleearfunctioninbothears.
TheaudiogramindicatesaprofoundbilateralSNHLwithhishearingthresholdatabout90dB
HL.
Through these various assessments, JM was confirmed to have a profound bilateral
SNHL.Theaudiogramindicatesaprofoundhearinglossduetohishearingthresholdbeingabout
90dBHLforbothears.Hishearinglosswasfurtherdiagnosedassensorineuralduetothe
absence of an airbone gap; there was no difference between the air conduction and bone
conductionthresholds.Furthermore,aconductivepathologyastheetiologyofJMshearingloss
wasruledout.ThiswasdeterminedbynormalTypeAtympanometryresults,whichindicates
normalmiddleearfunction. InaTypeAtympanogram,peakcomplianceoccursatornear
atmosphericpressure.Themiddleearsystemisfreeoffluidorphysiologicalanomaliesthat
wouldpreventtheadmittanceofsoundfromthemiddleearintothecochlea. Asaresult,the
problemliesonlywithintheinnerear,whichissupportedbythelackofairbonegapinthe
audiogramresults.
In order to understand the impact of his profound loss in regards to language and
communication,JMwasalsoassessedforhisspeechrecognitionthresholds(SRT).TheSRTis
theminimumhearinglevelforspeechatwhichanindividualcanrecognize50%ofthespeech
material.However,duetotheseverityofhishearingloss,anSRTcouldnotbedetermined.

Canterino, Lopresti, Navia, Odejar 7

Instead,JMsspeechdetectionthreshold(SDT)wasassessed.TheSDTistheminimumhearing
levelforspeechatwhichanindividualcandetectthepresenceofspeechmaterial50%ofthe
time.Thistaskonlyrequiresonlytheawarenessordetectionthatasoundispresentwhereasan
SRTtaskrequiresanactivediscriminationcomponent.Incorroborationwithhisaudiogram,
JMsSDTwasfoundtobeat90dBHL.
JMcurrentlypresentswithaseverereceptiveandexpressivelanguagedelay.Thisresults
intheinabilitytoutilizespokenlanguageorprocessphonologicalorauditoryinformation,unless
itispresentedatgreaterthan100dBHL(e.g.thesoundofalawnmowerorairplane).Heisalso
unabletoutilizeAmericanSignLanguageatadevelopmentallyageappropriatelevel.

Canterino, Lopresti, Navia, Odejar 8

IMPACTOFHEARINGLOSSONCOMMUNICATIONABILITY
DifficultiesthatJMexperiencesasaresultofabilateralsevereSNHLinclude:

Theinabilitytousereceptivelanguage/processauditoryinformation.

Theinabilitytohearspeechsounds.

Theinabilitytouseexpressivespokenlanguage.

Challengesinteractingwithothersinplacesofdailyliving(grocerystore,playground,
shoppingmall,etc).

Reducedcommunicativeinteractionswithpeershisage.

Difficultywithexpressinghisgeneralwantsandneedsthroughsign.

Makingfriends/havingplaydates.

Inappropriatebehaviors/impulsivity.

Unintelligiblevocalizations.

SignificantlydelayedskillsinASL(signingata24yearoldlevel).

ThefollowingtoolswillbeusedtocollectinformationregardingJMscommunicationabilities:

StudentLanguageandCommunicationProfileSummary(GallaudetUniversity,2010)
o

KendallConversationalProficiencyLevel(French,1999):ASL/SpokenEnglish

Receptive and Expressive Communication (McConkey Robbins, 2001):

continuumrating

Completedby:ASLSLPatMKSD,ClassroomTeacher,Parents

FunctionalCommunicationProfile(FCPR)(Kleiman,2003)
o

Attentiveness, Receptive Language, Expressive Language, Pragmatic/Social

Language,Oral,NonOralCommunication

Canterino, Lopresti, Navia, Odejar 9

Completedthroughparentreport

BecausesomeofthesubtestsonthistestarenotapplicableforJM(SensoryMotor,
Voice,Fluency,Speech),the ChecklistofEmergingASLSkills wasusedtoobtain
informationregardinghissignuse.

ChecklistofEmergingASLSkills(Easterbrooks&Baker,2002)

Completedthroughparentreport

JM primarily communicates using manual signs. Occasionally, he will utilize a few

unintelligiblevocalizations. Hisparentsexpecthimtousemanualsignashisonlymodeof
communication.AsmembersoftheDeafcommunity,JMsparentsareopposedtotheuseof
assistivehearingdevices.
ThepresenceofJMshearingimpairmentgreatlyimpactshisspeechandlanguage.Since
hehasaprofoundSNHL,hemissesabout90100%ofallspeech.Therefore,heisnotbeing
provided the auditory input needed to begin recognizing and imitating language. Without
amplification,JMisnotabletodiscriminateandunderstandspeechinordertocommunicate
verbally.
JMpresentswithsignificantlydelayedexpressiveandreceptivelanguageskills.Without
thepresenceofahearingloss,hecouldbetreatedwithspeechandlanguageintervention.For
example,speechtherapistswouldexposehimtolanguagethroughstructuredplayactivities.
Initially,therapywouldtargetincreasinghisphonemicrepertoirethroughimitationofconsonant
vowelsyllablestructures.Itwouldadvancetoimitationofsinglewordsandeventuallymore
sophisticatedutterances.However,givenJMsdiagnosesandcircumstances,hewillcontinuebe

Canterino, Lopresti, Navia, Odejar 10

treatedthroughASL.Hewillbeprovidedwithconsistentmodelsofspokenlanguageacross
multipleenvironments(home,school,therapy)toimprovehislanguageabilities.

Canterino, Lopresti, Navia, Odejar 11

AUDIOLOGICALINTERVENTION
Surgical interventions were not necessary for JMs diagnosis. However, medical
interventionwasneeded.JMwasprescribedadoseofAdderall(2x/day)inordertomaintainand
regulatehisbehaviorsassociatedwithhisdiagnosisofADHD.
PrevioustherapistshaverecommendedacochlearimplantforJM.However,hisfamilyis
stronglyopposedtothisformofanyinterventioninvolvingassistivetechnology.Inlightofthis
opposition,ourcenterplanstocontinuestrengtheninghissignlanguageskillsashisprimary
formofcommunicationbyreferringouttoanSLPwhoisfluentinASL.JMsparentswere
provided with an audiologist to contact if they decide to explore the use of cochlear
implants.JMsparentsandhisschoolSLPhavedevelopedanopenforumtodiscusstheuseof
assistivehearingtechnologywithoutplacinganypressureintomakingdecisions.
Duetotherejectionofanassistivehearingdevice,therearenospecificfollowupsthat
needtoberoutinelyplacedwithanaudiologist.Thespeechlanguagepathologistandclassroom
teacher should monitor progress of language skills consistently to mark improvements and
mastery.
Thisparticularaudiologicinterventionplanisnottailoredtowardstheuseofanassistive
hearingdevice.Generally,wewouldneedtomakeareferraltoanSLPwhoisfluentinASLto
workwithJMonhisexpressiveandreceptivelanguagedeficitsaswellashissocialpragmatic
skills.SinceJMsparentsareeagertoprovidetheirsonwithasmanyservicesasnecessaryto
facilitateageappropriatecommunicationinsign,werecommendhiringaprivateinstructorwho
iscertifiedtoteachASL.Aprivateinstructorwillbeespeciallyhelpfulinthesummermonthsto
ensurecarryoverandfurthersupplementJMsASLskills.

Canterino, Lopresti, Navia, Odejar 12

AreferraltoalocalaudiologisthasbeenprovidedinordertomonitorJMshearing.
HorizonAudiologyislocatedinEastWindsor,NewJersey.Itisabout25minutesfromthe
familyshome.ItisrecommendedthatJMseeanaudiologistinordertocheckhishearingevery
sixmonthstoensurethattherearenochangesinhishearingfunction.Thisfacilitycanalso
provideeducationforthefamilyaboutcochlearimplantsiftheyeverdecidetouseassistive
technology.JMsparentsarewelcometocontacttheofficeofDr.JaneBradyiftheywouldlike
toscheduleanappointment.Thecontactinformationisasfollows:
Address:

EastWindsorMedicalCommons
300APrincetonHightstownRd.(Route571)SecondFloor,Suite204
EastWindsor,NJ08520.

Telephone:

6094489730

Website:

horizonaudiology.com

Email:

info@horizonaudiology.com

Canterino, Lopresti, Navia, Odejar 13

SPECIALCONSIDERATIONS
JM does not have any physical aspects that inhibit his overall communication and
development. It should be noted that he is extremely physically hyperactive and impulsive,
whichisattributedtohisADHDdiagnosis.
JMs parents have enrolled him in the Little League baseball program at MKSD to
enhance his social growth by increasing communicative opportunities with peers as well as
providehimwithaformofutilizehisenergyinapositivemanner.Hismother,fromexperience,
expressedconcernwithdifficultymakingfriendsandfeelingnormalinpublicplaceswhere
others primarily communicate through speaking. His parents also remain adamant about
abstainingfromassistivetechnology.
Withparentconsent,regularcommunicationbetweenJMsparents,JMs audiologist,
MKSD SLP, and pediatrician will be established. Regular communication between all
individualsinvolvedintreatingJMwillfacilitateastrongerteamapproachintreatment.JMs
previousaudiologicalreportswillberequestedandreviewed.Thiswillenhancecontinuityof
care, provide different professional resources for JM and his family, and offer multiple
perspectivesonJMsprogress.
Additionally,resourcesandreferralsarelistedbelow,includingwebsiteresourcesfor
parentsupportgroups,afamilypsychologist,andconsultationwithaspeechtherapistfluentin
ASL.Potentialsummercampopportunitiesforcontinuityofsocializationduringthesummer
months will also be discussed and recommended. JMs IFSP has provided his family with
adequateresourcesforpeersupport.GivenhismothersstatusintheDeafcommunity,hisfamily

Canterino, Lopresti, Navia, Odejar 14

haspreviouslyestablishedconnectionswithotherfamiliesinsimilarsituations.Providedbelow
aregeneralresourcestypicallyrecommendedtofamiliesfromourpractice:

ADDititude,strategiesandsupportforchildrenwithADHD&LD:
http://www.additudemag.com/resourcecenter/adhdparentingskills.html

Fidgets/sensorytoystoregulatebehaviorforathome/school:
http://www.funandfunction.com

GeneralInformationonHearingLossandTreatment(ASHA):
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935335&section=Overview

TheHearingLossAssociationofAmerica(HLAA):http://www.hearingloss.org

HearingLossSupportGroup(DeafLinx):http://www.deaflinx.com/Children/family.html

KarenAnderson(Au.D.,CCCA):Specializesineducationalaudiology,identification
andinterventionofinfantswithhearingloss,servesstudentswhoareDHHandprovides
classroomacoustics.Email:Karen@successforkidswithhearingloss.com.Phone:850
3639909.Website:http://successforkidswithhearingloss.com/about/

TheKnowledgeCenter(AmericanSocietyforDeafChildren):
http://deafchildren.org/knowledgecenter/parentsandfamilies/nowwhat/

LegalResources(Hands&Voices):http://www.handsandvoices.org/resources/docs.htm

ListeningandSpokenLanguageKnowledgeCenter(AlexanderGrahamBell
AssociationfortheDeafandHardofHearing):
http://www.agbell.org/FamilyNeedsAssessment/

Canterino, Lopresti, Navia, Odejar 15

SLPfluentinASL:http://www.signingfingers.com/home.html

Canterino, Lopresti, Navia, Odejar 16

AUDIOLOGICALSTATUSANDTHESLP
Duetohisaudiologicalstatus,languageassessmentsrequiringverbalinstructionarenot
appropriateforJM.AssessmentsthataccommodateforhishearingstatusandincorporateASL
wereresearchedandimplementedtogainabetterdescriptionofhisfunctionalcommunication.
Hehaslimitedspokenreceptiveandexpressivecapabilities,soanSLPwhoisfluentinASL
mustadministerthetestsanddelivertheinstructions.
Modificationstothephysicallearningenvironmentarerecommendedtoaccommodate
forhisdiagnosisofADHD.ItisimportantthatJMbeseatedinthefrontoftheroomandaway
fromwindowstodecreaseexternaldistractions.Forsensorypurposes,placingtapewithdifferent
texturesunderJMsdeskhasbeenproposedtoprovidehimwithawaytoselfregulate.JM
requiredfrequentbreakswhendoingclassworktopreventoverstimulationaswellasextended
timetodotestswithaclassroomaide.
SinceJMwasenrolledintoaschoolthatspecializesinteachingstudentswhoaredeafor
profoundlyhearingimpaired,theteachersandstaffmembersarefullytrainedtocollaboratewith
specialiststogainabetter,holisticdescriptionifJMsfunctionalneeds.
Inadditiontohisparents,thefollowingprofessionals,atminimum,areresponsiblefor
opencommunicationandcollaborationwhenmakingmajordecisionsregardingJMstreatment:

ClassroomTeacher(andaide,ifapplicable)

SLPs(schoolandprivate,ifapplicable)

PrivateASLteacher

NeurologistforhisdiagnosisofADHD

Canterino, Lopresti, Navia, Odejar 17

DEMOGRAPHICS
Mr.andMrs.MareayoungmarriedcoupleofHispanicdescent.Theyhavebeenmarried
10 years and are reported tohave high socioeconomic status. Both parents have graduated
collegewithBachelorsdegrees.Mr.Mpresentlyworksfulltime,andMrs.Misastayathome
mom.JMsfatherspeaksEnglish,andbothparentsarefluentinASL.JMisexposedtoboth
EnglishandASLathome.Mr.andMrs.Mhavestatedthattheyaremorethanwillingtotravel
longdistancesandpayanyamountforthehighestqualityofcareandservicefortheirchild.
Currently,Mr.andMrs.Marefirmintheirdecisionagainsttheuseandimplementation
ofassistivedeviceswiththeirchild.TheywishtofullysupporttheDeafculture,astheirfamily
historyissignificantforhearingloss.JMsmotherhasaseverebilateralSNHL,andherprimary
modeofcommunicationisASL.WhenJMsdadispresent,heisabletotranslateforMrs.M.
Whenheisnotpresent,thefamilyhashiredaprivatetranslatorwhoisreadilyavailablewhen
translation services are needed. Mr. and Mrs. M are hopeful that JM will proficiently
communicate using ASL without any assistive technology. Clinicians and all treating
professionalsmustmakepriorarrangementstoensurethatatranslatorispresentduringparent
meetings,andtheymustbewillingtohonortheirfamilysdecisiontoupholdtheidealsofthe
DeafculturewhenconsideringtreatmentoptionsforJM.

Canterino, Lopresti, Navia, Odejar 18

Canterino, Lopresti, Navia, Odejar 19

LAWSANDREGULATIONS
Federal&StateSpecialEducation
Regulations

ApplicationforJM

NJAC6A:143.9:Relatedservicesincluding,

JMsSLPisthecasestudymanagerforJMs

butnotlimitedto,counseling,occupational

IEP.

therapy,physicaltherapy,schoolnurse
services,recreation,socialworkservices,

InJMscase,theSLPisthehighestqualified

medicalservicesandspeechlanguageservices officialwhocaninterprettheinstructional
shallbeprovidedtoastudentwithadisability

implicationsofJMsevaluation.

whenrequiredforthestudenttobenefitfrom
theeducationalprogram.Relatedservicesshall
beprovidedbyappropriatelycertifiedand/or
licensedprofessionalsasspecifiedinthe
student'sIEPandaccordingtothefollowing:
N.J.A.C.6A:142.3(k)2:Thespeech
languagespecialistshallbeconsideredthe
childstudyteammember,theindividualwho
caninterprettheinstructionalimplicationsof
evaluationresultsandtheserviceproviderat
theIEPmeeting.
N.J.A.C.6A:144.3:Programoptions

TheSLPwillbeinchargeofeducatingthe

Apreschoolagestudentwithadisabilitymay

familyonallprogramplacementoptions

Canterino, Lopresti, Navia, Odejar 20

beplacedbythedistrictboardofeducationin

availableforJM.

anearlychildhoodprogramoperatedbyan
agencyotherthanaboardofeducation
accordingtothefollowing:Suchearly
childhoodprogramshallbelicensedor
approvedbyagovernmentalagency.
N.J.A.C.6A:143.5:Determinationof

TheSLPneedstodetermineeligibility

eligibilityforspecialeducationandrelated

alongsidetheaudiologicalevaluations.The

services:"Auditorilyimpaired"correspondsto

SLPalsodecidesifhisdisabilityisimpacting

"auditorilyhandicapped"andfurther

hisacademicperformanceanddeterminesthe

correspondstotheFederaleligibilitycategories reasonsbehindit.
ofdeafnessorhearingimpairment."Auditorily
impaired"meansaninabilitytohearwithin
normallimitsduetophysicalimpairmentor
dysfunctionofauditorymechanisms.An
audiologicalevaluationbyaspecialist
qualifiedinthefieldofaudiologyandaspeech
andlanguageevaluationbyacertifiedspeech
languagespecialistarerequired.
N.J.A.C6A:143.7:Inthecaseofastudent

SLPsandtheparentsmustconsiderJMs

whoisdeaforhardofhearingconsiderthe

languageandcommunicationneeds,

student'slanguageandcommunicationneeds,

primarycommunicationmethod,language

Canterino, Lopresti, Navia, Odejar 21

opportunitiesfordirectcommunicationwith

accessandexposureinordertorecommended

peersandprofessionalpersonnelinthe

appropriateservices,treatment,andpossible

student'slanguageandcommunicationmode,

hearingassistivedevices.

academiclevel,andfullrangeofopportunities
fordirectinstructioninthestudent'slanguage
andcommunicationmode
IndividualswithDisabilitiesEducationAct
(IDEA)

ApplicationforJM

IDEASec.300.300:Parentalconsent.

JMsparentsmustconsentforany/allchanges

Parentalconsentforinitialevaluation,re

andimplicationstoJMsIEP.Theirdenialof

evaluation,testingprocedures,screenings,

treatmentusinghearingassistivedeviceswas

changesinIEPandtherapyinterventions.

respected.

IDEASec.300.8:Childwithadisabilityby

Studentswhoaredeaffaceseveraleducational

reasonthereof,isinneedofspecialeducation

barriers.JMwillhavetroublewith

andrelatedservicesincludinghearing

participatinginclassroomdiscussions,playing

impairment.Hearingimpairmentmeansan

withpeers,givingoralpresentations,taking

impairmentinhearing,whetherpermanentor

oralinformation,learningtoreal,attendingto

fluctuating,thatadverselyaffectsachild's

readaloudsbyteachers,watching

educationalperformancebutthatisnot

educationalfilms,andlearningclassroom

includedunderthedefinitionofdeafnessin

safetyetiquette(e.g.firealarms).

thissection.
Sec.614:(3)DevelopmentofIEP;(B)

Althoughampleamountsresourceswere

Canterino, Lopresti, Navia, Odejar 22

ConsiderationofSpecialFactors.TheIEP

providedtoJMsparentstohelpeducatethem

teamshall.(iv)Considerthecommunication

onallpossibleoptionsandtheirbenefits

needsofthechild,andinthecaseofthechild

towardsJMacademicsuccess,theparents

whoisdeaforhardofhearing,considerthe

denialoftreatmentthroughusinghearing

child'slanguageandcommunicationneeds,

assistivedeviceswasrespected.

opportunitiesfordirectcommunicationswith
peersandprofessionalpersonnelinthechild's
languageandcommunicationmode,academic
level,andfullrangeofneeds,including
opportunitiesfordirectinstructioninthe
child'slanguageandcommunicationmode;and
(v)Considerwhetherthechildrequires
assistivetechnologydevicesandservices.

ASHASLPRoles&Responsibilities

ApplicationforJM

Speechlanguagepathologistsengagein

SLPsareresponsibleforscreening/interpreting

preventionandadvocacyactivitiesrelatedto

audiologicalfindings,educatingthefamilyon

humancommunicationandswallowing.

whattheseresultsmean,andhelpingthefamily

Exampleactivitiesinclude:(1)prevention;2)

makeappropriatedecisionsregardingJMs

providingearlyidentificationandearly

educationalsetting.TheSLPshouldnotfavor

interventionservicesforcommunication

onetypeofcommunicationmethodand/or

Canterino, Lopresti, Navia, Odejar 23

disorders;3)advocatingforindividualsand

setting.Itisimportantthatthefamilyis

familiesthroughcommunityawareness,4)

educatedonallpossibleoptionsandthat

screeningindividuals5);selecting,fitting,and

professionalrecommendationsremain

establishingeffectiveuseofprosthetic/adaptive unbiased.ItisdictatedbyASHAthattheSLP
devicesforcommunicationandswallowing

keepfamilyvaluesandculturalperspectivesa
priority.JMsfamilyhasstrongvaluesabout
hisplacementinatotalcommunicationschool.
Theyareadamantagainstanyassistive
devices.

AccordingtoASHA,regardlessofthe

Inordertoprovidethehighestqualityofcare

approachused,SLPshavetheresponsibilityof forJM,itwasinourbestpracticetoreferhim
embeddingtheirbestassessmentofevidence

andhisfamilytoanotherclinicianwhowas

basedinterventionswithinfamilyidentified,

bettersuitedtotreathisdeficits.JMneedsa

preferredroutinesandactivitiesand/ora

clinicianthatwillbeabletoeffectively

comprehensivecurriculum(forearlycareand

communicatewithhimusingmanualsignand

educationgroupsettings)thattargetfunctional

so,inordertoprovidehimwiththeappropriate

outcomesindividualizedforthechildwithin

services,wereferredhimtoaspeechtherapist

theIFSP.

thatspecializesinASL.

Canterino, Lopresti, Navia, Odejar 24

FamilyEducationalRightsandPrivacyAct
(FERPA)

ApplicationforJM

FERPAgivesparentsandeligiblestudents

Itisimportantthatallworkingteammembers

thesebasicrights:Therighttoinspectand

keepJMsfilesconfidential.Information

reviewthestudent'seducationrecords

pertainingtothecaseshouldonlybeshared

maintainedbytheschool;Therighttorequest

withteammembers.

thataschoolamendthestudentseducation
records;Therighttoconsentinwritingtothe
disclosureofpersonallyidentifiable
informationfromthestudent'seducation
record,exceptundercertainpermitted
situation;andTherighttofileacomplaintwith
theFamilyPolicyComplianceOffice(FPCO)
regardinganallegedviolationunderFERPA.

Canterino, Lopresti, Navia, Odejar 25

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Diffee,D.(n.d.).ASLDevelopmentChecklist.RetrievedDecember8,2015,from
http://www.diffeeconsulting.com/pdf/ASLscaleshandout.pdf
Easterbrooks,S.,&Baker,S.(2002).Languagelearninginchildrenwhoaredeafandhardof
hearing:Multiplepathways.Boston,Ma.:Allyn&Bacon.
FamilyEducationalRightsandPrivacyAct(FERPA).(2015,June26).RetrievedDecember8,
2015,fromhttp://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
French,M.(1999).Startingwithassessment:Adevelopmentalapproachtodeafchildren's
literacy.Washington,D.C.:PreCollegeNationalMissionPrograms,Gallaudet
University.
IDEABuildingTheLegacyofIDEA2004.(n.d.).RetrievedDecember8,2015,from
http://idea.ed.gov
ImplementationofIDEA.(n.d.).RetrievedDecember8,2014,from
http://www.state.nj.us/education/specialed/reg/
N.J.A.C.6A:14,SPECIALEDUCATION.(n.d.).RetrievedDecember8,2015,from
http://www.state.nj.us/education/code/current/title6a/chap14.pdf
SpeechLanguageHearingCaseHistoryForm.(2004).RetrievedDecember8,2015,from
http://www.superduperinc.com/handouts/pdf/69_Speechcase.pdf
StudentLanguageandCommunicationProfileSummary.(2010,June10).RetrievedDecember
8,2015,fromhttp://www.info.texasdhhresources.org/pdf/Hearing%20Loss/Clerc
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%20Summary.pdf
Welling,D.,&Ukstins,C.(2013).Fundamentalsofaudiologyforthespeechlanguage

Canterino, Lopresti, Navia, Odejar 26

pathologist.Burlington,MA:JonesandBartlett.