SLP Interview

Running head: SLP INTERVIEW 1
SLP Interview
Alma Vaca Ramirez
Brandman University: EDDU-675
May 30, 2020

SLP INTERVIEW 2
SLP Interview
Interview Summary
Shannon Muela is a speech language pathologist who serves the Coachella Valley
Unified School District located in Southern California. Shannon holds an extensive experience in
the field and has worked with children in the spectrum from ages pre-school to 6th grade in
various settings. For example, she has worked with children in special day classes, life skills,
handicap, and with resource support. Her favorite part of being a speech language pathologist is
partnering and collaborating with families and teachers in supporting children with speech and
language impairments. When providing speech and language services to children she ensures to
explain why they are receiving therapy services and help them monitor their progress. Shannon
utilizes tracking sheets and reflections questions when monitoring student’s growth. On a weekly
basis student review their tracking sheets and determine if they made improvement or not. Then,
students reflect on things they did well that helped them improve or what changes can be made
to have better results soon. To maintain good communication with teachers and other service
providers Shannon visits during periods of concern, real problems, and holds monthly meetings
to discuss new strategies.
Being a SLP allows Shannon to work and provide services to many children in the
spectrum. Some of the assessments administered by Shannon when evaluating students with
Autism Spectrum Disorders (ASD) include the Goldman Test of Articulation. This assessment
evaluates articulation, speech, and sounds. When there is a suspect of ASDs, the SLP team
administers a language assessment to evaluate receptive language, directions, and expressive
language skills. Additionally, when children have a delay in social communications, they are
given the PLS-5 assessment. The PLS-5 was designed to assess receptive and expressive
SLP INTERVIEW 3
language abilities in children aged 0-7;11 to determine the presence of a language delay or
disorder. The test consists of an auditory comprehension scale and expressive communication
scale to evaluate specific areas of strength and weakness. Another test that is administered on
children with ASD characteristics is the Autism Diagnostic Observation Schedule (ADOS). The
ADOS provides a systematic and standardized method for identifying kids with ASD. The
process involves making direct observations under controlled circumstances that other clinicians
can replicate. This assessment was described by Shannon to be play directed, oriented with lots
of stimuli items, and plenty of observations in different learning settings. Assessment tools are
also important factors when evaluating children for ASD diagnosis. One assessment tool that is
implemented alongside most standardize assessments is observations. Shannon performs most of
her observation in pre-school settings, classrooms, when children are exploring toys, and during
interacting environments. I was curious about learning how many observations are needed to
collect enough valuable and reliable facts. Shannon explained that there is not a specific number
of observations that must be made to gather important evidence of ASD. Yet, a minimal of three
to five observations are recommended to obtain more consistent behavior observations. Another
assessment tool is interaction with students. When Shannon collects information for annual IEPs
she administers standardize tests alongside observations during different learning settings such
as, circle time and lunch time. For triennial IEPs students are reassessed for speech services plus
any other special services they receive such as ASD services.

SLP INTERVIEW 4
Reflection
One of my greatest learning after interviewing Shannon Muela was the three basic types
of speech impairments: learning articulation disorders, fluency disorders, and voice disorders.
Articulation disorders are errors in the production of speech sounds that may be related to
anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support for
speech production. Fluency disorders are difficulties with the rhythm and timing of speech
characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases.
Voice disorders are problems with the quality or use of one's voice resulting from disorders in
the larynx. Voice disorders are characterized by abnormal production and/or absences of vocal
quality, pitch, loudness, resonance, and/or duration. Another important learning is understanding
the diagnostic process of ASD. Shannon explained to me that SLPs are the firsts services
providers that interact to give services to children with IEP plans. Second, if children show
characteristics of ASD their concerns get reviewed and discussed with parents and family. Next,
school psychologists administer comprehensive (Goldman Test of Articulation, PLS-5, ADOF,
and CELS) as well as other assessments to determine eligibility for ASD services. Some of these
assessments are bilingual and designed specifically to avoid a miss diagnostic. Assessments like
the Golden Test of Articulation and CELS are bilingual and can be administered in the student’s
native language. The reason why bilingual assessments are allowed is to reduce discrepancy in
results due to language barrier.

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Running head: SLP INTERVIEW 1

Alma Vaca Ramirez

Brandman University: EDDU-675

May 30, 2020

to discuss new strategies.

administers a language assessment to evaluate receptive language, directions, and expressive

implemented alongside most standardize assessments is observations. Shannon performs most of

any other special services they receive such as ASD services.

anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support for

characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases.

school psychologists administer comprehensive (Goldman Test of Articulation, PLS-5, ADOF,

results due to language barrier.

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