Wayne County Public Schools

Exceptional Children Program

CONFIDENTIAL

Speech-Language / CommunicationAssessment

Student Name: Date of Birth: Chronological Age:

Grade: School: Teacher:

Date of Screening/Evaluation Request: Date of Screening/Evaluation:

REFERRAL AND BACKGROUND INFORMATION:

This assessment was administered as part of the Wayne County Public Schools’ Exceptional Children Program referral for testing. The purpose of this assessment is to screen and/or evaluate the student, as indicated based upon the information provided by the IEP (Individualized Education Plan) team.

This student:

Is undergoing speech/language screening/evaluation as part of a standard assessment battery for an initial placementto the Exceptional Children program

Is undergoing speech/language screening/evaluation as part of the reevaluation process for the Exceptional Children program

According to information received from the IEP team, this student:

*Teacher/parent concerns

*Social / developmental history

*Student performance data can be inserted here or shared in the “educational evaluation” if a speech only referral

STUDENT is in the ____ grade at SCHOOL NAME. Social/Developmental history completed by ______indicated ______. Referral for assessment indicated _____.

Further information regarding this student may be found ______.

ASSESSMENT PROCEDURES: (specific tests administered are detailed in report)

 one-on-one assessment formal measures

 arena assessment informal measures/observations

The assessment took place over ___session(s).

GENERAL OBSERVATIONS AND IMPRESSIONS:

INFORMAL AND/OR FORMAL ASSESSMENT RESULTS AND INTERPRETATIONS:

Voice/Resonance:
Conversational Speech Sample (Informal) / ⌂ Subjectively judged as appropriate for age/gender; within functional limits. No concerns reported. No further assessment deemed necessary based on existing information.
⌂ Further assessment needed
Comments:
Fluency:
Conversational Speech Sample (Informal) / ⌂ Subjectively judged as within functional limits. No concerns reported. No further assessment deemed necessary based on existing information.
⌂ Further assessment needed
Comments:
Articulation/(oral/peripheral):
Conversational Speech Sample (Informal) / ⌂ Subjective listening during conversational speech sample revealed articulation within functional limits. Oral motor structure and functions were judged to be adequate for support of speech. Speech appeared intelligible. No concerns reported. No further assessment deemed necessary based on existing information.
⌂ Further assessment needed
Comments:
Receptive, Expressive, and Social Language:
Conversational Speech Sample
(Informal) / ⌂ Subjective listening and conversational speech sample reveal adequate understanding and usage of language. No concerns reported. No further assessment deemed necessary based on existing information.
⌂ Further assessment needed
Comments:
Educational Evaluation: / See psychological report for results of educational evaluation.
OR
Teacher assessments indicate the following regarding STUDENT’s educational /academic performance: (DIBELS, student performance data etc.)
STUDENT is/is not performing on grade level
Summary:
Recommendations: / *Do not determine eligibility in report
*Do not make specific recommendations for service
-findings may SUGGEST that it APPEARS a student MIGHT meet requirements but the TEAM determines eligibility and for a related service, it is not about eligibility but if the student needs the service to access their special ed curriculum. Eligibility determination should not be in the report
-The IEP team should consider…
-The IEP will review ….and determine which educational setting the student’s needs can be best addressed in…

Evaluated by:Date: ______

SLP NAME , MS CCC/SLP

Speech-Language Pathologist

*Evaluation is property of LEA, should be archived at least 5 years post service

*Evaluation should be kept in accessible location year round, included as part of IEP documentation

TEST BLURBS to insert:

Goldman Fristoe Test of Articulation-2 (GFTA-2): The GFTA-2 is a systematic means of assessing an individual’s articulation of the consonant sounds of Standard American English in single words. The child is asked to name large colored pictures. The number of errors on consonant sounds is compared to children of the same gender and age.

Initial errors
Medial errors
Final errors
Blends

GFTA: 2 Standard Score:

Sounds-in-Words Score Summary

*Standard scores from 85-115 are considered average. Standard scores on this test should be interpreted with caution, because there is no consideration for the frequency of occurrence of the error or age of acquisition of the phonemes.

Preschool Language Scale-5 (PLS-5): The PLS-5 is used to assess receptive and expressive language skills in infants and young children. It can be used to help determine if a child has a language delay or disorder. The Auditory Comprehension scale is used to evaluate the scope of a child’s understanding of language. The Expressive Communication scale is used to determine how well a child communicates with others.

PLS:5Standard Score:

Auditory Comprehension:
Expressive Communication:
Total Language Score:

*Standard scores ranging from 85-115 are considered average.

Clinical Evaluation of Language Fundamentals-Preschool: 2 (CELF-P: 2): The CELF-P: 2 is a clinical tool used to identify and diagnose language deficits in young children. It assesses receptive (understanding) and expressive language abilities, in addition to other areas of cognition and language. Subtest raw scores are converted to standard scores, and are then combined to yield a composite language score.

Subtest standard scores ranging from 7-13 are considered average.

Composite scores ranging from 85-115 are considered average.

CELF-P: 2

Subtest Scaled Score
Sentence Structure
Word Structure
Expressive Vocabulary
Concepts and Following Directions
Recalling Sentences
Basic Concepts
Word Classes-Receptive
Word Classes-Expressive
Word Classes-Total
CORE LANGUAGE SCORE
RECEPTIVE LANGUAGE INDEX SCORE
EXPRESSIVE LANGUAGE INDEX SCORE
LANGUAGE CONTENT INDEX SCORE
LANGUAGE STRUCTURE INDEX SCORE

Subtest standard scores ranging from 7-13 are considered average.

Composite scores ranging from 85-115 are considered average.

Bracken

The Bracken Basic Concepts Scale-Revised (BBCS-R) is a developmentally sensitive measure of children’s basic concept acquisition and language skills. It assesses a child’s receptive knowledge of 308 basic concepts in 11 distinct conceptual categories: colors, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-/social awareness, texture/materials, quantity, and time/sequence. The first six subtests compose the School Readiness Composite (SRC). Standard scores are reported for the total test and SRC. Standard scores have a mean of 100, with 85-115 considered the average range.

Oral and Written Language Scales (OWLS): The OWLS assesses oral language skills. The Listening Comprehension subtest examines listening and comprehension of spoken language. The student is asked to respond by pointing to one of four pictures that corresponds to the word or sentence given by the examiner.

The Oral Expression subtest examines the understanding and usage of spoken language. Items are presented verbally and pictorially; responses are given verbally. The student is asked to respond orally by answering a question, completing a sentence, or generating one or more sentences.

OWLS

Subtest / Standard Score
Listening Comprehension
Oral Expression
Oral Language Composite

*Standard Scores between 85-115 are considered average.

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4):

The CELF-4 is an individually administered clinical tool used to evaluate for language and communication disorders.

CELF-4(ages 5-8)

Concepts and Following Directions / Subtest Scaled Score=
Word Structure / Subtest Scaled Score=
Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
CORE LANGUAGE SCORE / Standard Score=
Concepts and Following Directions / Subtest Scaled Score=
Word Classes-Receptive / Subtest Scaled Score=
Sentence Structure / Subtest Scaled Score=
RECEPTIVE LANGUAGE SCORE / Standard Score=
Word Structure / Subtest Scaled Score=
Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
EXPRESSIVE LANGUAGE SCORE / Standard Score=

*Scaled scores from 7-13 are considered average.

*Standard scores ranging from 85-115 are considered average

CELF-4 (ages 9-12)

Concepts and Following Directions / Subtest Scaled Score=
Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
Word Classes-Total / Subtest Scaled Score=
CORE LANGUAGE SCORE / Standard Score=
Concepts and Following Directions / Subtest Scaled Score=
Word Classes – Receptive / Subtest Scaled Score=
RECEPTIVE LANGUAGE SCORE / Standard Score=
Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
Word Classes-Expressive / Subtest Scaled Score=
EXPRESSIVE LANGUAGE SCORE / Standard Score=

*Scaled scores from 7-13 are considered average.

*Standard scores ranging from 85-115 are considered average

CELF-4 (ages 13-21)

Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
Word Classes-Total / Subtest Scaled Score=
Word Definitions / Subtest Scaled Score=
CORE LANGUAGE SCORE / Standard Score=
Word Classes-Receptive / Subtest Scaled Score=
Understanding Spoken Paragraphs / Subtest Scaled Score=
Semantic Relationships / Subtest Scaled Score=
RECEPTIVE LANGUAGE SCORE / Standard Score=
Recalling Sentences / Subtest Scaled Score=
Formulated Sentences / Subtest Scaled Score=
Word Classes-Expressive / Subtest Scaled Score=
EXPRESSIVE LANGUAGE SCORE / Standard Score=

*Scaled scores from 7-13 are considered average.

*Standard scores ranging from 85-115 are considered average

The Test of Language Development-Primary: Fourth Edition (TOLD-P:4) is designed to measure the various features and systems of language. It is comprised of six subtests which are then used to generate composite quotients. Subtests scores from 7-13 are considered within the average range, while composite scores ranging from 85-115 are considered average when compared to other children of the same chronological age.

Subtests: / Scaled Scores:
Picture Vocabulary
Relational Vocabulary
Oral Vocabulary
Syntactic Understanding
Sentence Imitation
Morphological Completion
Composites: / Index Scores:
Listening
Organizing
Speaking
Grammar
Semantics
Spoken Language

*subtest scores between 7-13 =average*composite quotients between 85-115=average

The Test of Language Development-Intermediate: Fourth Edition (TOLD-I:4) is designed to measure the various features and systems of language. It is comprised of six subtests which are then used to generate composite quotients. Subtests scores from 7-13 are considered within the average range, while composite scores ranging from 85-115 are considered average when compared to other children of the same chronological age.

Subtests: / Scaled Scores:
Sentence Combining
Picture Vocabulary
Word Ordering
Relational Vocabulary
Morphological Comprehension
Multiple Meanings
Composites: / Index Scores:
Listening
Organizing
Speaking
Grammar
Semantics
Spoken Language

*subtest scores between 7-13 =average *composite quotients between 85-115=average

The Expressive One-Word Picture Vocabulary Test(EOWPVT) offers a quick and reliable measure of an individual’s English speaking vocabulary, which is assessed by asking the individual to name objects, actions, and concepts pictured in illustrations. The EOWPVT is a standardized language assessment, with scores between 85-115 considered average.

EOWPVT Standard Score:

*85-115 = average

The Receptive One-Word Picture Vocabulary Test (ROWPVT) offers a quick and reliable measure of an individual’s understandingof English vocabulary, which is assessed by asking the individual to select named objects, actions, and concepts pictured in illustrations (given a choice of four). The ROWPVT is a standardized language assessment, with scores between 85-115 considered average.

ROWVPT Standard Score:

*85-115= average

The Expressive One Word Picture Vocabulary Test: Spanish-Bilingual Edition (EOWPVT: Spanish-Bilingual Edition) was designed to assess a student’s ability to expressively identify a single object on the basis of a single concept. The examinee has the option to respond in English or Spanish and instructions are provided in both languages. The purpose of this assessment is to evaluate an individual’s overall expressive vocabulary skills when given the opportunity to utilize both languages.

The Receptive One Word Picture Vocabulary Test: Spanish-Bilingual Edition

(ROWPVT: Spanish-Bilingual Edition) is an assessment referenced on typically developing individuals who are proficient in both English and Spanish. The examinee has the option to respond in English or Spanish and instructions are provided in both languages. The child indicates from four possible choices the picture that represents a word spoken by the examiner in English and/or Spanish. The purpose of this assessment is to evaluate an individual’s overall receptive vocabulary skills when given the opportunity to utilize both languages.

EOWPVT: Spanish-Bilingual Edition Standard Score:
ROWVPT: Spanish Bilingual Edition Standard Score:

Comprehensive Test of Phonological Processing (CTOPP): The CTOPP assesses phonological awareness, phonological memory, and rapid naming. Composite scores are reported as standard scores, with average ranging from 85-115.

CTOPP: (Ages 5-6)

SUBTESTS / Subtest Standard Scores:
Elision
Rapid Color Naming
Blending Words
Sound Matching
Rapid Object Naming
Memory For Digits
Nonword Repetition
Blending Nonwords (supplemental)

Composites:Standard Scores:

Phonological Awareness
Phonological Memory
Rapid Naming

*85-115 = average

CASL

The Pragmatic Judgment subtest of the Comprehensive Assessment of Spoken Language (CASL) is designed to measure the knowledge and use of pragmatic rules of language by having the student judge the appropriateness of language used in a specific situation or to actually respond with appropriate language for a given situation. This subtest is norm referenced and standard scores ranging from 85-115 are considered average.

SSI:3

The Stuttering Severity Instrument-Third Edition(SSI-3) assesses the three major parameters of dysfluent speech including frequency, duration, and physical concomitants. By adding the scores for the three parameters, a total overall score is obtained and compared to others in similar age ranges.

Functional Communication Profile

The Functional Communication Profile is a comprehensive informal inventory of nine major skill categories of communication and related aspects. The assessment allows the speech-language pathologist to evaluate several possible means of oral as well as non-oral communication needed for daily living activities. Each skill area is rated on level of impairment from normal to profound.

The IEP team should review assessment results for consistency with the most current information available regarding student’s communication skills in the educational setting. Should the IEP team feel these areas are of educational concern and require further review, request for additional speech-language input is recommended.