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Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs.

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Title: Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs.
Authors: Dorney, Kathryn E. (AUTHOR), Quick, Nancy A. (AUTHOR), Erickson, Karen A. (AUTHOR)
Source: Exceptional Children. Apr2026, Vol. 92 Issue 3, p305-321. 17p.
Subjects: Individualized education programs, Speech therapy, Disability evaluation, Communication barriers, Communicative competence, Special education, Special needs students
Geographic Terms: United States
Abstract: Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to access and participate in the general education curriculum, even with quality instruction and appropriate accommodations. Like all students with disabilities, students with ESN typically require related services to benefit from the special education services they receive. The purpose of this descriptive and parametric statistics study was to examine speech-language services in the IEPs of students with ESN (n = 258) across six U.S. states. Specifically, the type and intensity of speech-language services were examined across grade band, the Individuals With Disabilities Education Improvement Act (2004) disability category, and symbolic communication level (i.e., pre-symbolic, symbolic). The relationship between speech-language services and various demographic variables was analyzed using multinomial logistic regression. While no significant relationship was identified between demographic variables and the type of speech-language services students received, some demographic variables (i.e., communication level, grade band) predicted the intensity of speech-language services. Findings are discussed relative to the literature with implications for practice in schools and future research. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Apr2026, Vol. 92 Issue 3, p305-321. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Individualized+education+programs%22">Individualized education programs</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+evaluation%22">Disability evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+needs+students%22">Special needs students</searchLink>
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  Data: Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to access and participate in the general education curriculum, even with quality instruction and appropriate accommodations. Like all students with disabilities, students with ESN typically require related services to benefit from the special education services they receive. The purpose of this descriptive and parametric statistics study was to examine speech-language services in the IEPs of students with ESN (n = 258) across six U.S. states. Specifically, the type and intensity of speech-language services were examined across grade band, the Individuals With Disabilities Education Improvement Act (2004) disability category, and symbolic communication level (i.e., pre-symbolic, symbolic). The relationship between speech-language services and various demographic variables was analyzed using multinomial logistic regression. While no significant relationship was identified between demographic variables and the type of speech-language services students received, some demographic variables (i.e., communication level, grade band) predicted the intensity of speech-language services. Findings are discussed relative to the literature with implications for practice in schools and future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00144029251377056
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              Text: Apr2026
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