BISMARCK PUBLIC SCHOOLS
SPECIAL EDUCATION DEPARTMENT
PRESCHOOL ARTICULATION/PHONOLOGICAL IMPAIRMENT WORKSHEET
Determination of Disability: (Student’s name) meets special education eligibility under the category of
Articulation/Phonological Impairment. Based on the team’s assessment, (Student’s name) is in need of special education
services due to the level, condition, and educational impact of the impairment.
Qualifying Criteria:
The team shall determine that a student is eligible for special education services in the area of Articulation/Phonological
Impairment when a student’s total score on the ND Guidelines Articulation Severity Rating Scale indicates a Moderate to
Severe (6-9 points) level impairment. Contributing factors to the scale’s total scores include: a measures of intelligibility
OR percent consonants correct, an assessment of speech sounds, an assessment of phonological processes, and
social/emotional impact.
Intelligibility:
[ ] Age 2.5-3: 75% or >; Age 4: 85% or >; Age 5+: 90% or > OR 85-100% = typical – (0 pts.)
[ ] Age 2.5-3: 65-75% or >; Age 4:75- 85% or >; Age 5+: 80-90% OR 65-84% = mild – (1 pt.)
[ ] Age 2.5-3: 50-65% or >; Age 4: 65-75% or >; Age 5+: 70-80% OR 50-64% =moderate – (2 pts.)
[ ] Age 2.5-3: <50%; Age 4: <65%; Age 5+: <70% OR 0-49% = severe – (3 pts.)
Assessment of Speech Sounds:
[ ] 86-100+ (50%ile, SD 0-.99 below the mean) – (0 pts.)
[ ] 78-85 (16%ile, SD 1.0-1.49 below the mean) – (1 pt.)
[ ] 70-77 (7%ile, SD 1.5-1.99 below the mean) – (2 pts.)
[ ] Less than 70 (2%ile, SD 2.0> below the mean) – (3 pts.)
Assessment of Phonological Processes:
[ ] No processes in error – (0 pts.)
[ ] One or more of the following error processes occur in 40% or more available opportunities: (glides of liquids; cluster
reductions with /l/, /r/, /w/; vowelization of post-vocalic liquids (/r/, /l/) – (1 pt.)
[ ] One or more of the following error processes occur in 40% or more of available opportunities: (weak syllable deletion,
cluster reduction with /s/, fronting of velars) – (2 pts.)
[ ] One or more of the following error processes occur in 40% or more of available opportunities: (initial consonant
deletion; final consonant deletion; stopping; depalatization of final singletons – (3pts.)
Social/Educational Impact:
[ ] Speech skills are adequate for the student’s participation in varied settings. Child has no awareness of sound errors –
(0 pts.)
[ ] Articulation skills are developing and can be addressed in varied settings. Child has limited awareness of sound errors
– (1 pt.)
[ ] Articulation skills have an effect on the student’s ability to participate in educational settings. Child shows some
frustrations when not understood – (2 pts.)
[ ] Articulation skills have a significant impact on the student’s ability to participate in educational settings. Child shows
significant frustration when not understood – (3 pts.)
Total Points:
Data For Determining Eligibility was gathered from (List multiple resources):
[ ] Language sample
[ ] Contextual probe
[ ] Structured observation
[ ] Classroom work
[ ] Other curriculum/academic results
[ ] Standardized test(s)
[ ] Teacher/Child/Parent reports, interviews, or checklists
LAST REVISED 1/6/16
BISMARCK PUBLIC SCHOOLS
SPECIAL EDUCATION DEPARTMENT
NOTE: Teacher, child, and parent reports, interviews, or checklists are not sufficient evidence by themselves and must be
supported with additional data.
LAST REVISED 1/6/16