Clinical Review Criteria Related to Speech Therapy 1

Similar documents
Curriculum Vitae of. JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician

Speech/Language Pathology Plan of Treatment

Kannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS

SPEECH LANGAUGE PATHOLOGHY HANDBOOK

GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION

Prevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5

Fort Lauderdale Conference

2. CONTINUUM OF SUPPORTS AND SERVICES

HiSET TESTING ACCOMMODATIONS REQUEST FORM Part I Applicant Information

Tomball College and Community Library Occupational Therapy Journals

Writing Functional Dysphagia Goals

Occupational Therapist (Temporary Position)

As used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300.

Bayley scales of Infant and Toddler Development Third edition

Milton Public Schools Special Education Programs & Supports

ALL DOCUMENTS MUST BE MAILED/SUBMITTED TOGETHER

Glenn County Special Education Local Plan Area. SELPA Agreement

CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...

The Recipe for Choosing the Correct ICD-10 Treatment Diagnosis Code(s)

California Rules and Regulations Related to Low Incidence Handicaps

Occupational Therapy Guidelines

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children

CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION

- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )

Evaluation Off Off On On

SLP 550 Dysphagia. Course Information Meeting time: Wednesday 12:45-3:15 Location: Speech Lab, Cambridge Building

Riverside County Special Education Local Plan Area Orthopedic Impairment Guidelines Table of Contents

Longitudinal Integrated Clerkship Program Frequently Asked Questions

DISABILITY RESOURCE CENTER STUDENT HANDBOOK DRAFT

Paramedic Science Program

Alyson D. Stover, MOT, JD, OTR/L, BCP

Special Education Services Program/Service Descriptions

Guide to the New Hampshire Rules for the Education of Children with Disabilities

Building our Profession s Future: Level I Fieldwork Education. Kari Williams, OTR, MS - ACU Laurie Stelter, OTR, MA - TTUHSC

Advances in Assessment The Wright Institute*

Laurie Mercado Gauger, Ph.D., CCC-SLP

(2) GRANT FOR RESIDENTIAL AND REINTEGRATION SERVICES.

No Parent Left Behind

Disability Resource Center (DRC)

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Examinee Information. Assessment Information

COMMUNICATION DISORDERS. Speech Production Process

Basic Standards for Residency Training in Internal Medicine. American Osteopathic Association and American College of Osteopathic Internists

Gena Bell Vargas, Ph.D., CTRS

Accommodation for Students with Disabilities

BIOH : Principles of Medical Physiology

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements

Presentation Summary. Methods. Qualitative Approach

MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS. Dr. Lindsey Nichols, LCPC, NCC

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Section on Pediatrics, APTA

Chiropractic Superbill Forms

UNIVERSITY OF SOUTHERN MISSISSIPPI Department of Speech and Hearing Sciences SHS 726 Auditory Processing Disorders Spring 2016

Special Education Paraprofessional Handbook

1. REFLEXES: Ask questions about coughing, swallowing, of water as fast as possible (note! Not suitable for all

Physician Assistant Studies

STAFF DEVELOPMENT in SPECIAL EDUCATION

REPORT OF THE PROVOST S REVIEW PANEL. Clinical Practices and Research in the Department of Neurological Surgery June 27, 2013

Recommended Guidelines for the Diagnosis of Children with Learning Disabilities

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools

HOW TO REQUEST INITIAL ASSESSMENT UNDER IDEA AND/OR SECTION 504 IN ALL SUSPECTED AREAS OF DISABILITY FOR A CHILD WITH DIABETES

UNIVERSITY OF MARYLAND DEPARTMENT OF HEARING AND SPEECH SCIENCES MA PROGRAM AND SPEECH LANGUAGE PATHOLOGY GUIDELINES FOR COMPREHENSIVE EXAMINATIONS

Perioperative Care of Congenital Heart Diseases

Study Abroad: Planning and Development, Successes and Challenges

TEAM Evaluation Model Overview

Participant Application & Information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

Clinical Child Psychology Postdoctoral Fellowship

Electrical Stimulation Therapy for Dysphagia: Descriptive Results of Two Surveys

SPECIAL EDUCATION DISCIPLINE DATA DICTIONARY:

Therapeutic Listening Listening with the Whole Body

Kimberly J. Hills Curriculum Vitae

The Journey to Vowelerria VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION. Preparation: Education. Preparation: Education. Preparation: Education

REGULATION RESPECTING THE TERMS AND CONDITIONS FOR THE ISSUANCE OF THE PERMIT AND SPECIALIST'S CERTIFICATES BY THE COLLÈGE DES MÉDECINS DU QUÉBEC

Colorado State University Occupational Therapy OT688 Level IIB Fieldwork Educator Handbook Table of Contents

WHO ARE SCHOOL PSYCHOLOGISTS? HOW CAN THEY HELP THOSE OUTSIDE THE CLASSROOM? Christine Mitchell-Endsley, Ph.D. School Psychology

Loyola University Chicago ~ Archives and Special Collections

Dyslexia/LD Attention Deficit Disorders

Adults with traumatic brain injury (TBI) often have word retrieval problems (Barrow, et al., 2003; 2006; King, et al., 2006a; 2006b; Levin et al.

MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION

ELEMENTARY PRACTICUM HANDBOOK. Distance Learning Interns JOHN TRACY CLINIC/UNIVERSITY OF SAN DIEGO

Laura A. Riffel

Special Educational Needs School Information Report

Developed by Dr. Carl A. Ferreri & Additional Concepts by Dr. Charles Krebs. Expanded by

Graduate Student Handbook

THE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology

Elizabeth R. Crais, Ph.D., CCC-SLP

Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38

Kindergarten Iep Goals And Objectives Bank

Children s Mercy Hospitals and Clinics

Update on the Affordable Care Act. Association of Business Administrators September 24, 2014

UNIVERSITY OF NORTH ALABAMA DEPARTMENT OF HEALTH, PHYSICAL EDUCATION AND RECREATION. First Aid

Anyone with questions is encouraged to contact Athletic Director, Bill Cairns; Phone him at or

EMORY UNIVERSITY. SCHOOL OF MEDICINE. Emory School of Medicine records,

Arlington Public Schools

CLINICAL TRAINING AGREEMENT

UVM Rural Health Longitudinal Integrated Curriculum Hudson Headwaters Health Network, Queensbury, New York

Transcription:

Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic disease or acute injury or the member has a speech delay that is associated with a specifically diagnosable disease, injury or congenital defect. Services related to the medically necessary diagnosis and treatment of speech, hearing and language disorders must be performed by in-plan, licensed speech-language pathologists or audiologists and rendered within the lawful scope of their practice regardless of whether the service is provided in a hospital, clinic or private office. This coverage does not extend to the diagnosis or treatment of speech, hearing and language disorders in a school-based setting. II. Criteria for Approval A. If there is a reasonable expectation that the speech therapy will achieve measurable improvement in the member s condition in a reasonable period of time B. If the member has speech delay that is associated with a specifically diagnosable disease, injury, or congenital defect (cleft palate, cleft lip, etc.) C. To restore or improve speech in members who have speech/language disorders that are the result of a nonchronic disease or acute injury D. Voice therapy will be considered for significant voice disorders that are the result of anatomic abnormality, neurological condition or injury (e.g., edema, vocal nodules or polyps, vocal cord paralysis, postop vocal cord surgery, vocal tremor, vocal cord bowing) causing hoarseness or dysphonia, laryngitis. E. Myofunctional disorder or tongue thrust swallow pattern will be considered on a case-by-case basis. Improvements are expected within 4 visits. F. Swallowing disorders such as dysphagia or feeding disorders will be considered when the medical record confirms the medical condition or a structural abnormality that adversely impacts his/her ability to safely chew and swallow, or move fluids from the mouth down the throat. 1 *PLEASE NOTE: THERE IS A SEPARATE POLICY FOR SPEECH THERAPY FOR THE DIAGNOSIS OF AUTISM Page 1 of 8

III. Speech Therapy for Cognitive Rehabilitation: (by a Speech/Language Pathologist) A. Cognitive rehabilitation offers retraining in the ability to think, use judgment, and make decisions. Cognitive rehabilitation by a speech/language pathologist is considered medically necessary to treat cognitive deficits such as attention, language, memory, reasoning, executive functions, problem solving when all of the following are met: 1. The member has been evaluated by a neurologist, psychiatrist, neuropsychologist or trauma specialist/concussion clinic and is recommending speech and language therapy, AND 2. The cognitive deficits have been acquired as a result of neurologic impairment due to traumatic brain injury, brain surgery, stroke, or encephalopathy, AND 3. The member is expected to make significant cognitive improvement, e.g., is not in a vegetative or custodial state. IV. Required Documentation Initial Determination A. The initial evaluation for Speech Therapy services does not require a Prior Authorization (PA). The treatment sessions recommended in the initial evaluation do require a PA as well as any subsequent request(s). The care plan should be specific to diagnosis, presenting symptoms and findings at speech therapy evaluation, and must be signed by the therapist and attending physician (and/or a licensed psychologist if the member has an Autism Spectrum Disorder diagnosis). 1. All requests must meet the medically-necessary-defined criteria as outlined below. Up to a total of fifteen visits may be authorized initially based on review of the documentation and the member s plan benefits. Additional visits will be authorized based on medical necessity. B. The following information is required in order to determine the medical necessity for Speech Therapy services: Page 2 of 8

1. Documented clinical diagnosis of a functional speech disorder as well as unobstructed and patent airway (this is not required if the request is for Cognitive Therapy.) a. The date of onset or exacerbation of the disorder/diagnosis b. Specific statements of long-term and short-term goals 2. Quantitative objectives measuring current age-adjusted level of functioning 3. A reasonable estimate of when the goals will be reached 4. Specific treatment techniques and/or exercises to be used in treatment 5. The frequency and duration of treatment 6. If the diagnosis is ASD, an MD or a licensed psychologist must order the services. If the member is school age, a statement is required as to what school-based services have been tried. 7. A pediatric neurologic or developmental evaluation may be requested. 8. Evaluation by an Otolaryngologist is required before authorization of SLP services for treatment of any voice disorder in pediatric and adult patients. 9. For Cognitive Therapy: an evaluation by the neurologist, psychiatrist, neuropsychologist or trauma specialist/concussion clinic is required before treatment with Cognitive Therapy. 10. If the member is school age, an Individualized Education Program (IEP) is helpful (although not mandatory) for making the determination if services are medically necessary. Subsequent or Ongoing Treatment Determination A. Regular assessment and reevaluation B. Documented progression toward both long- and short-term goals using measurable outcomes C. Updated treatment plan interventions, goals and timeframes Page 3 of 8

1. If a member is receiving Speech therapy services through the local school system during a typical school year and it has been recommended that services continue during the summer vacation, documentation from the school-based Speech Language Pathologist as well as the Primary Care Physician must be submitted for review. V. What is Not Covered A. Speech therapy is not considered medically necessary for dysfunctions that are self-correcting such as language therapy for young children with natural dysfluency or developmental articulation errors that are self-correcting. B. Psychosocial speech delay C. Behavioral problems D. Attention disorders E. Conceptual handicap F. Mental retardation G. Stammering H. Stuttering I. Educational interventions J. Chronic memory disorders K. Maintenance programs to preserve the member s present level of function and prevent regression of that function. Maintenance begins when the therapeutic goals of a treatment plan have been achieved. L. Treatments that do not require the skills of a qualified provider of speech therapy services, such as treatments which maintain function and are neither diagnostic nor therapeutic or procedures that may be carried out efficiently by the patient, family or caregivers in the home M. Speech therapy in a school-based setting Page 4 of 8

N. Education services, testing and school performance tests (e.g., SIPT, praxis testing) O. Learning disability services (e.g., ADD, ADHD) P. Experimental services (e.g., auditory integration therapy, facilitative communication, altered auditory feedback devices) Q. Social communication group R. Speech treatments for central auditory processing, voice therapy without structural abnormality S. Speech therapy for children under the age of 3 years who qualify for Early Intervention Services (EIS) T. Vocational or recreationally based treatment U. Treatment to improve or enhance job, school or recreational performance V. Services provided by an out-of-plan provider W. Speech therapy for children between the ages of 3 and 21, when services can be provided in a school-based setting under MGL Chapter 71B in Massachusetts (Chapter 766) and Section 10-76-Ad of the General Statutes in Connecticut. X. The therapy replicates services that are provided concurrently by any other type of therapy, particularly occupational therapy, which should provide different treatment goals, plans, and therapeutic modalities. VI. CPT/ ICD-10/ HCPCS Codes Applicable Coding: Codes may not be all inclusive as the American Medical Association (AMA) code updates may occur more frequently or at different intervals than policy updates. These codes are not intended to be used for coverage determinations. CPT Codes Procedure Code Description 70371 Complex dynamic pharyngeal and speech evaluation by cine or video recording 92507 Treatment of speech, language, voice, communication, and/or auditory processing disorder; individual Page 5 of 8

92508 Treatment of speech, language, voice, communication, and/or auditory processing disorder; group, 2 or more individuals 92521 Evaluation of speech fluency (e.g., stuttering, cluttering) 92522 Evaluation of speech sound production (e.g., articulation, phonological process, apraxia, dysarthria); 92523 Evaluation of speech sound production (e.g., articulation, phonological process, apraxia, dysarthria); with evaluation of language comprehension and expression (e.g., receptive and expressive language) 92524 Behavioral and qualitative analysis of voice and resonance 92526 Treatment of swallowing dysfunction and/or oral function for feeding 96105 Assessment of aphasia (includes assessment of expressive and receptive speech and language function, language comprehension, speech production ability, reading, spelling, writing, e.g. by Boston diagnostic aphasia examination) with interpretation and report, per hour Procedure Code V5362 Speech evaluation V5363 S9152 Language evaluation Speech therapy, re-evaluation VII. References NCQA Standard, UM2, Clinical Criteria for Utilization Management Decisions, Element A The General Laws of Massachusetts, Chapter 175: Section 47X: Diagnosis and treatment of speech, hearing and language disorders. (Last Accessed 3/17/17) American Speech-Language-Hearing Association (ASHA), 07/14/2010 Frequently asked Questions about Voice Therapy. (Last Accessed 3/17/17) American Journal of Speech-Language Pathology, May 2010, Volume 19, Issue 2, Judith A. Gierut, Michele Morrisette, Suzanne M. Ziemer, Nonwords and Generalizations in Children with Phonological Disorders. Page 6 of 8

(Last Accessed 3/17/17) American Journal of Speech-Language Pathology, May 2010, Volume 19, Issue 2, Belinda Kenny, Michelle Lincoln: Experienced Speech Language Pathologist s Responses to Ethical Dilemmas: An Integrated Approach to Ethical Reasoning. (Last Accessed 3/17/17) Guidelines for Medical Necessity Determination for Speech and Language Therapy http://www.mass.gov/eohhs (Last Accessed 3/17/17) VIII. Summary of Changes 06/29/2017 Under V., What is Not Covered: Added: X. The therapy replicates services that are provided concurrently by any other type of therapy, particularly occupational therapy, which should provide different treatment goals, plans, and therapeutic modalities. Added disclaimer, updated references and last accessed dates. IX. Review Dates HNE Review Dates: 4/9/13, 4/8/14, 4/14/15, 4/12/16, 9/13/16, 6/13/2017 MHI Review Dates: 01/01/2014, 10/23/2014, 07/02/2015, 4/21/2016, 10/20/2016, 06/29/2017 Page 7 of 8

Medical Guideline Disclaimer The treating physician or primary care provider must submit to Minuteman the clinical evidence that the patient meets the criteria for the treatment or surgical procedure. Without this documentation and information, Minuteman will not be able to properly review the request for prior authorization. The clinical review criteria expressed herein reflects how Minuteman determines whether certain services or supplies are medically necessary. Minuteman established the clinical review criteria based upon a review of currently available clinical information (including, without limitation clinical outcome studies in the peer-reviewed published medical literature, regulatory status of the technology, evidence-based guidelines of public health and health research agencies, evidence-based guidelines and positions of leading national health professional organizations, views of physicians practicing in relevant clinical areas, and other relevant factors). Minuteman expressly reserves the right to revise these criteria as clinical information changes, and welcomes further relevant information. Each benefit program defines which services are covered. The conclusion that a service or supply is medically necessary does not constitute a representation or warranty that this service or supply is covered and/or paid for by Minuteman. If there is a discrepancy between this policy and a member's benefit program, the benefit program will govern. In addition, coverage may be mandated by applicable legal requirements of a state, the federal government or the Centers for Medicare & Medicaid Services (CMS). Minuteman has adopted the herein policy in providing management, administrative and other services to its members. Page 8 of 8