Should I Refer?

  • Should I Refer?

    Please review the document below to find "red flags" of speech, language, voice, fluency and pragmatic development.

    You may also refer to the American Speech and Hearing Association website for examples of "What My Child Should Be Able To Do" at...

    Birth to One Year

    One to Two Years

    Two to Three Years

    Three to Four Years

    Four to Five Years

    A speech language pathologist may also be able to provide supports if your child/student is struggling to meet many of the speaking/listening or language common core standards (as well some standards listed in additional strands). Please review the PDF entitled "ELA Standards" (below) for a list of common core standards required at each grade level.

    How Should I Refer?


    A parent who suspects that their child needs intervention/support with speech/language skills should first contact the classroom teacher. Classroom teachers should assess your concern and determine whether or not a referral (VIA the PST process described below) is necessary. If the classroom teacher does not believe a referral is necessary, a speech language pathologist is more than happy to provide you with information, ideas and/or materials to address your concern within the home setting. Please ask your classroom teacher to provide you with the contact information of the SLP who works with your child's classroom/grade level.


    Teachers no longer need to fill out a "referral form" when you suspect a student needs intervention/support with speech/language skills.

    Instead, teachers should utilize the PST process to bring attention to and discuss speech/language needs. A Step 1 PST form should be filled out if;

    a) You notice a student is presenting with articulation, language and/or fluency (stuttering) skills that are discrepant from his/her peers.

    b) You notice that this skill deficit is impeding the students ability to perform within the educational setting, complete academic assignments and/or meet the common core standards set for their grade level.

    Teachers should be prepared to discuss the concern in detail as well as provide work samples and/or data that indicates the impact of the concern within the classroom setting. During step 1, teachers may be provided with accommodations and/or supports to first meet the student's need within the classroom setting. A speech/language screening may also be recommended during Step 1 and/or 2 of the PST process.

    A speech/language intervention may be recommended at any time following a screening and/or implementation of accommodations within the classroom.

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