Abstract
Abstract Speech and language intervention in the public schools is shaped by factors such as curriculum access, service in the least restrictive environment, service to students in natural settings, and functional outcomes. Given that speech and language intervention is characterized in these expanded contexts, we need to make sure our methods of assessment include procedures to show this. It is also important to look at how this fits into our state's speech and language eligibility criteria. The use of formal testing with norm-referenced tests is not always appropriate or feasible to understanding and determining a student's communication skills. Data from both standardized tests and alternative procedures are essential for the documentation of a child's communication skills.
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