Speech Language Pathologist Interview Questions and Reflection

Michelle Halter

Brandman University

EDUU 675

Sue Singh
 1. What assessment (behavioral, language sample analysis, parent report, or

formal norm-referenced testing) do you use for initials and triennials for an

individual with Autism Spectrum Disorder? Why? Are there different protocols

used based on the age of the student (preschooler versus a middle schooler)?

● In both initials and triennials formal norm referenced tests are used. For Social Skills-

the protocols are normed for children age 5 and older. In preschoolers we see a wide

range of behaviors. For example, a three year old in preschool with very pronounced

behaviors, but the same child at age 4 or 5 years old may display more typical

behaviors.

● Parent Reports: are vital at initials because of the feedback on behavior, especially from

a non-structured environment versus a structured environment in the classroom setting.

● Observations: behavioral observations are done in the classroom setting, as well as a

social opportunity (like recess and lunch). For example, a 5 year old child who sat in a

classroom on the rug for 2 hours of instruction with classmates, but at recess walked

around the corner of the playground in a circle, not interacting with the other students

who were playing tag and chasing each other.

● Checklists: are used primarily in the younger ages.

● Inference and Reasoning: norm-referenced tests, can be used to assess by the age of 9,

and can be administered informally

● Language Samples: would be used primarily with low verbal or non-verbal students. If a

language sample was administered to a student with Aspergers the SLP would have

pages and pages of sample language to transcribe.

triennial?

● SLP Service Log:

● Data is collected every time we see the student for service

■ In the sessions, the activities are based on the IEP goals

● Before an IEP, the SLP gathers Teacher Input from the classroom teacher

● Observations in the classroom- looking for how the targeted language skills are being

used and generalized

● Informal language sample

3. What Assessments do you use for:

a. Expressive language: listening test, grammar test, word finding tests

b. Receptive language: listening test, grammar test, word finding tests

c. Pragmatic language: Social Language Development Test

● Used with children ages 6 years and older

● Used primarily with elementary aged and middle schoolers

● Children 5 and under: rating scales are better measures of the pragmatic

language ability

Which test we use will also depend on the school (the social economics of the school

population) two other schools in the district, she would regularly use the Peabody Picture

Vocabulary Test, but the students at LMA don’t have the same background vocabulary.
 For example, one term on the test is “immigrant”, the students at our school have no

idea what that word means even though they are mostly likely a child of an immigrant,

the word they use in our community is “papers” or “no papers”.

4. What modifications or accommodations do you use when testing an individual

with Autism Spectrum Disorder? How does that change when the individual is

“non-verbal”?

● Prompt the question over and over, it depends on students attention to the

activity

● May include pointing at all the pictures on the test book

● Breaks- doing jumping jacks between every question to get moving

● Testing in 15 minute blocks of time

● Quiet environment, making sure there is not another speech group happening at

the same time in the room

● Testing environment that doesn’t have a lot of things on the wall to be distracted

by

With students who are non verbal

● More observational data is collected

● Informal assessments are used instead of formal assessments

● Using manipulatives and using receptive language, “can you get me…”

● Using Devices, PECs, or sign language

● On the floor with toys, and the assessment is more play based

5. What are the best ways to collaborate with the other team members?
With the Special Education team and teachers, collaboration works better face to face,

having conversations, or in staffings, so all team members are present and adding input

about the student to everyone present. With General Education teacher, we “pre-load” the

vocabulary concepts in the speech sessions, it’s imperative that the teachers inform the SLP

staff what the new unit is before they start the unit. When collaborating with the school

psychologist, it is more efficient to have a face to face conversation as opposed to a

dialogue over email, where the answer to one question may lead to five more questions.

6. Which language skill is most important expressive or receptive language?

“This might be controversial, but I feel that receptive language is the most vital”. If a student

can’t understand you, they can’t express themselves. Without receptive language the

students can’t process directions or understand what is going on around them.

7. Where do you start teaching an individual with Autism Spectrum Disorder to

acquire the needed language skill?

The testing drives what the goals will be, where the weakness is. Then taking their

strength, and using that to help drive the goal. If a student has Aspergers, using language

to explain why they need to work on the skill, for example, having a conversation. If the

student is nonverbal, beginning with PECs to teach the symbol relationship. Asking them

from two items, “what do you want?” and handing the student the item they pointed to in the

PEC. Even if it isn’t what they wanted, so they can start to see that relationship between the

symbol and the object.

For students who need to learn how to have a conversation, working in a social group

and learning “how to have a conversation”