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RESOURCE PACKET Assessment of Language Impairment

LANGUAGESEVERITYRATINGSCALE
DeterminationofLanguageImpairment Student_______________________School____________________Grade____DateofRating_________DOB__________Age____SLT__________________________ FORMALASSESSMENT Comprehensive,standardized measure(s)andscores:

0
Standardscore*of78orabove

2
>1.5SDbelowtestmean (standardscorebetween70 nd th 77)or2 6 Percentile Atleastoneofthefollowing areasaredeficient

3
>2SDbelowtestmean (standardscorebetween62 st nd 69)or1 2 Percentile Atleasttwoofthefollowing areasaredeficient

4
>2.5SDbelowtestmean (standardscorebelow62)or st below1 Percentile Atleastthreeofthefollowing areasaredeficient

INFORMALASSESSMENT Checkdescriptivetoolsused: qLanguage/communication sample qChecklist(s) qObservations qOther:_______________

0
Languageskillsare withinexpectedrange.

2
Checkareasofweakness: qSentencelength/complexity qWordorder/syntax qVocabulary/semantics qWordfinding qWordform/morphology qUseoflanguage/pragmatics qAuditoryperception

3
Checkareasofweakness: qSentencelength/complexity qWordorder/syntax qVocabulary/semantics qWordfinding qWordform/morphology qUseoflanguage/pragmatics qAuditoryperception

4
Checkareasofweakness: qSentencelength/complexity qWordorder/syntax qVocabulary/semantics qWordfinding qWordform/morphology qUseoflanguage/pragmatics qAuditoryperception

FUNCTIONAL/ACADEMIC LANGUAGESKILLS

0
Functional/AcademicLanguage skillswithinexpectedrange.

Thestudentperformseffectively Thestudentneedsmorecues,models, Thestudentdoesnotperformeffectively mostofthetimewithlittleorno explanations,andchecksonprogress mostofthetime,despitetheprovision assistancerequired. orassistancethanthetypicalstudent ofgeneraleducationmodifications inclass andsupports

Instructions:

1.Donotincluderegionalordialectaldifferenceswhenscoring. 2.Circlescoreforthemostappropriatedescriptionforeachcategory:Formal(Standardized)AssessmentandtheInformal(Descriptive)Assessment. 3.Computethetotalscoreandrecordbelow. 4.Circlethetotalscoreonthebar/scalebelowtodeterminetheseverityrating.

2 3 4 5 6 7 8 9 10 11 NoDisabilityMildModerateSevere

12

TOTALSCORE__________
Basedoncompilationoftheassessmentdata,thisstudentscoresintheMild,ModerateorSevererangeforaLanguageDisability. Thereisdocumentation/supportingevidenceofadverseeffectsoftheLanguageDisabilityoneducationalperformance. (BOTHSTATEMENTSABOVEMUSTBECHECKEDYES) qYes qNo qYes qNo

*Standardscoresarebasedonameanof100andastandarddeviationof15.Thestandardscorecanbeareceptive,expressiveortotallanguagequotient

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LanguageImpairmentResourcePacket

FunctionalCommunicationSeverityRatingScale
Student____________________________________ School_____________________________________
COMMUNICATIVE INTERACTIONS NoDisability(1) Score=0 Studentsuccessfulin communicating throughinitiation, topicmaintenance, turntaking, opening/closing conversations Score=0 Studentsuccessfulin requesting objects/actions, commentingon objects/actions,etc. Score=0 Studentsuccessfulin usingoneormore modesof communication,(e.g., verbal,manualsign, ATsystem,pointing) Score=0 Studentsuccessfulin comprehendingwhat otherssay,sign, show,etc.by demonstrating knowledgethrough actionorspeech Score=0 Students communicationskills areadequatefor participationin educationalsettings 023456789 Mild(2) Score=2 Studentusually successfulin communicating throughinitiation, topicmaintenance, turntaking, opening/closing conversations Score=2 Studentusually successfulin requesting objects/actions, commentingon objects/actions,etc. Score=2 Studentusually successfulinusing oneormoremodesof communication,(e.g., verbal,manualsign, ATsystem,pointing) Score=2 Studentusually successfulin comprehendingwhat otherssay,sign, show,etc.by demonstrating knowledgethrough actionorspeech Score=2 Students communicationskills areusuallyadequate forparticipationin educationalsettings 10111213

Date__________ SLT_______________________________
Moderate(3) Score=3 Studentfrequently unsuccessfulin communicating throughinitiation, topicmaintenance, turntaking, opening/closing conversations Score=3 Studentfrequently unsuccessfulin requesting objects/actions, commentingon objects/actions,etc. Score=3 Studentfrequently unsuccessfulinusing oneormoremodesof communication,(e.g., verbal,manualsign, ATsystem,pointing) Score=3 Studentfrequently unsuccessfulin comprehendingwhat otherssay,sign, show,etc.by demonstrating knowledgethrough actionorspeech Score=3 Students communicationskills arefrequently inadequatefor participationin educationalsettings 14151617 Severe(4) Score=4 Studentnot successfulin communicating throughinitiation, topicmaintenance, turntaking, opening/closing conversations Score=4 Studentnot successfulin requesting objects/actions, commentingon objects/actions,etc. Score=4 Studentnot successfulinusing oneormoremodesof communication,(e.g., verbal,manualsign, ATsystem,pointing) Score=4 Studentnot successfulin comprehendingwhat otherssay,sign, show,etc.by demonstrating knowledgethrough actionorspeech Score=4 Students communicationskills arenotadequatefor participationin educationalsettings 181920

COMMUNICATIVE INTENTIONS

COMMUNICATIVE METHODS

COMPREHENSION OFLANGUAGE

ADVERSEEFFECT ONEDUCATIONAL PERFORMANCE Social Emotional Academic Vocational TOTALSCORE FinalRating

Comments_____________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

AssessmentGuidelinesforLanguageImpairments
LANGUAGEASSESSMENTCONSIDERATIONS Theschoolenvironmentplacesheavydemandsonstudentstocomprehend,interpretanduse allaspectsofverbalandnonverbalcommunication.Studentsmustbeabletocommunicate withotherswhohavedifferentcommunicationskills,stylesandbackgroundsandforavarietyof purposesindifferentsettings.Theymustbecompetentinlistening,speaking,readingand writingastheylearnthecurriculumandinteractwithothers.Consequently,theSLTmust conductacomprehensiveassessmentthatincludesanappropriatebalanceofformaland descriptiveassessmentinstruments.Thecomprehensiveassessmentutilizesproceduresthat identifyareasofstrengthandweaknessandexaminehowthestudentfunctions communicativelyintheenvironmentsinwhichs/heparticipates.
Bothformal(standardized)andinformal(descriptive)assessmenttools shallbeusedtoevaluatelanguage.

Aminimumoftwo(2)ofthefollowingmeasuresshallbeused: 1. criterionand/ornormreferencedinstruments, 2. functionalcommunicationanalyses, 3. language/communicationsamples. Atleastonestandardized,comprehensivemeasureoflanguageabilityshallbeincluded intheevaluationprocess. Astandardizedtestisanevaluationtoolthatisadministeredinaprescribedwayfora specificpopulation.Criterionreferencedandnormreferencedtestsareexamplesof standardizedtests. Acomprehensivemeasureisdefinedasameasurethatyieldsareceptive,expressive, andtotallanguagescore. o Anormreferencedtestthatyieldsareceptivelanguagequotient,anexpressive languagequotient,andatotallanguagequotientispreferredwheneverpossible. Receptiveandexpressivevocabularytestsalonedonotmeetthisrequirement. o Normreferencedtestsselectedforadministrationshouldbethemostrecentlyrevised versionsofsuchtests. o Normreferencedtestsmeasuredecontextualizedcommunicationskillsusingformalized procedures. o Theyaredesignedtocompareaparticularstudentsperformanceagainstthe performanceofagroupofstudentswiththesameageandothercharacteristics identifiedbythetestauthor(s)inselectingthenormativepopulation. o Theyyieldstandardscoresthatareusuallybasedonameanof100andastandard deviationof15. o Theyarenotdesignedtodescribeparticularcharacteristicsofchildrenastheyengagein theprocessofcommunication. o Meaningfulcomparisonsbetweenthestudentsperformanceandthatofthetest populationarepossibleonlywhenthetesthasclearadministrationrequirements, scoringcriteria,andvalidityandwhenitisreliableandstandardizedonasufficiently largeandrepresentativesamplepopulation.
ED4072/Rev.07.09 DepartmentofEducation LanguageImpairmentResourcePacket

Examinersshouldnotgeneralizefrominstrumentsthatmeasureonlyvocabulary,whichis merelyoneaspectofthelinguisticandcognitivedomains.Nochildshouldbeconsidered speechlanguageimpairedsolelyonthebasisofstandardizedtestresults.Standardizedtests tendtoexaminediscreteskillsinadecontextualizedmanner(i.e.,awayfromnatural communicativeenvironments).Furthermore,notallchildrenaresuitablecandidatesfor standardizedtests. Descriptivemeasuresoffunctionaloradaptivecommunicationoftenprovideamorerealistic pictureofhowastudentuseshis/hercommunicationknowledgeandabilitiesineveryday situationsandtheimpactofalanguageimpairmentinthosesettings.Examplesofdescriptive measuresare: language/communicationsamples, observations, interviews, playbasedassessment, transdisciplinaryassessment, curriculumbasedassessment,and criterionreferencedtests.

Forsomestudentpopulations,suchaschildrenwithseveredisabilitiesorchildrenwhose Englishproficiencyislimited,theprovisionofunbiasedassessmentscanonlybemadewith descriptivemeasures.ThereareTeacherInputFunctionalCommunicationandFunctional CommunicationRatingScaleformsthatmaybeusefulwhenassessingthecommunication skillsofstudentswhohavedisabilitiessuchasAutism,DevelopmentalDelay,Mental Retardation/FunctionalDelay,andMultipleDisabilitiesforwhomthediagnosisofLanguage Impairmentmaynotbeappropriate.ThePublishedStandardizedInstrumentsmatricesinclude listsoftestinstrumentsthatcanbeusedfortheassessmentoflanguageandincludesadditional information(agerange,administrationtime,description,testpublishers,andpurpose)foreach test. CONDUCTINGALANGUAGEEVALUATION Conducthearingandvisionscreenings. Obtainrelevantinformationfromtheparents:concernsaboutcommunicationskills, developmentalhistory,etc. Informationmustbegatheredfromtwoeducatorsthestudentsclassroomteacheraswell asanotherprofessional.Forpreschoolers,obtainthisinformationfromchildcareproviders orotheradultswhoseethechildoutsideofthefamilystructure. Obtaininformationfromteachersrelatedtoprogressinthegeneralcurriculum, communicationskills,behaviorandsocialinteractions.Generalcurriculumforpreschoolers isdevelopmentallyappropriateactivities. Reviewschoolrecords,e.g.grades,testscores,specialeducationfiles,documentationof prereferralstrategies/interventions,anddisciplineandattendancerecords. Selectandadministeratleastonecomprehensivenormreferencedtestthatisappropriate forthestudentsageandyieldsreceptive,expressive,andtotallanguagequotients wheneverpossible.

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

Obtaininformationaboutthestudentsfunctionalcommunicationskills. Usestandardizedmeasuresand/oralanguagesampletoassess:
o morphology:theunderstandingandusageofwordendings,inflections,prefixes, suffixes,andcompoundwords. o syntax:thesetofrules,whichgovernhowwords,phrases,andclausesarecombinedto formsentences,meanlengthofutterance. o languagecontentorsemantics:themannerinwhichwordsandwordrelationships representonesknowledgeandideasabouttheworldofobjectsandevents,total numberofwords. Assesspragmaticlanguageskills:understandingandusinglanguageincommunicative interactions. Assessauditoryattention,discrimination,memory,sequencing,association,andintegration usingformalorinformalinstruments. Considerplayskillswhenevaluatingpreschoolchildrensince: o thedevelopmentallevelofplayreflectsunderlyingcognitiveknowledge,and o playprovidesasocialcontextforinteractionandlanguagelearning. Interviewthestudent,whenappropriate,todeterminehis/herperceptionofcommunication abilitiesanddifficultiesespeciallyasrelatedtoclassroomandothereducationalsettings. Probethestudentsawarenessanduseofstrategiesthats/hehasattemptedandprobefor selfevaluationoftheireffectiveness. Documenthowthestudentslanguageimpairmentadverselyaffectseducational performanceintheclassroomorthelearningenvironment.Forpreschoolers,document howitadverselyaffectstheirabilitytoparticipateindevelopmentallyappropriateactivities. CompletetheLanguageSeverityRatingScaleusingthedatafromthelanguage assessment. FinalizeandsubmittotheIEPteamaSpeechandLanguageEvaluationReport.

INTERPRETINGANDREPORTINGEVALUATIONRESULTS TheStandardsforEducationalandPsychologicalTesting(AERA,APA,NCME,1985)include thefollowingguidelineaboutinterpretingtestresults: Standard15.10


Thoseresponsiblefortestingprogramsshouldprovideappropriate interpretationswhentestscoreinformationisreleasedtostudents,parents,legal representatives,teachers,orthemedia.Theinterpretationsshoulddescribein simplelanguagewhatthetestcovers,whatscoresmean,common misinterpretationsoftestscores,andhowscoreswillbeused.

Thefollowingrecommendationsaddressthisstandardandtheneedtoprovideimportant technicalinformationtootherprofessionals: 1. Comparethestudentsformaltestresultswiththoseofthenormativepopulationinan appropriateandconsistentformat.Standardscores,whicharebasedonameanof100and astandarddeviationof15,arerecommendedforthispurpose.Ifnormsarebasedon somethingotherthananationallyrepresentednormativesample,thetestusershould considerwhetheritisappropriatetoreportquantitativetestresultsand,ifso,toqualify findingsasneeded.

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

Todetermineeligibilityasastudentwithalanguageimpairment,receptive,expressive,and/or compositetestscoresshallfallatleast1.5standarddeviationsbelowthemean(approximately th the7 percentileorascoreof77orbelow)ofthelanguageassessmentinstrument(s) administered.Thiscutoffshallbeappliedtocompositescoresofreceptiveand/orexpressive measuresortooveralltestscoresratherthantoindividualsubtestscores.Whenassessment resultsindicateasignificantweaknessinanyskillarea(i.e.,receptive,expressive,auditory perception,pragmaticlanguage),andtheobtainedscoreisnot1.5standarddeviationsbelow thetestmean,furtherassessmentinthedeficitareaisrequired. 2. Eligibilityshallnotbedeterminedsolelybycomparingacompositeoroverallscoretothis cutofflevel. Evidencethatthedeviationhasanadverseeffectoneducationalperformancemustbe gatheredandconsideredalongwithbackgroundinformationbeforeadeterminationof eligibilitycanbemade. Testscoresshallbepresentedinamannerthatconveysthatsomedegreeoferroris inherentinthescore,therebydiscouragingtheinappropriateinterpretationthattest scoresarefixedandareperfectlyaccuraterepresentationsofastudentsfunctioning. Thedegreeoferrorassociatedwithascorecanbecalculatedwithprecisionusing psychometricmodels.Thestandarderrorofmeasurement(SEM),whichisderivedfrom thereliabilityofthemeasure,canbeusedtocalculateaconfidenceintervalthatincludes ahypotheticaltruescorewithagivendegreeofcertainty.Forexample,a68percent confidenceintervalcanbesaidtobe68percentcertaintoincludeastudentstruescore. A68%confidenceintervalisthelevelrecommendedintheseguidelines.Itcanbe calculatedbyapplyingtheSEMtothecalculatedscoreasspecifiedinthetestmanual (e.g.,SEM3forastandardscoreof70yieldsa68%confidencelevelof6773).

3. Eligibilityforalanguageimpairmentmaynotbedeterminedonthebasisofapredetermined discrepancybetweenlanguageandcognitivemeasures.Appropriatecognitiveassessment maybeused,however,tosupplementorsupportthefindingsofthespeechlanguage evaluation.CollaborationbetweentheSchoolPsychologistandtheSLTinplanningand implementingappropriatecommunicationandcognitiveassessmentsandinterpretingtheir resultswillfacilitateeligibilitydetermination. 4. Interpretationsbasedonscoresfromtwoormoredifferenttestsshouldbeapproachedwith greatcaution.Onecomplicationinusingprofileanalysisconcernstheerrorinherentineach obtainedscore.Aseachscorecontainssomedegreeoferror,thedifferencebetweenpairs ofscoresmaybeaffectedtoanevengreaterdegree.Onecanjumptothewrong conclusionaboutanindividualsrelativestrengthsandweaknessesbyassumingthatall apparentdifferencesintestscoresrepresentrealdifferencesinbehavior(McCauleyand Swisher,1984,342343).Anothercomplicationisthatdifferenttestswillhavedifferent normativesamples.Ifthecharacteristicsofthesenormativesamplesaredissimilar,scores willbelesscomparablethanscoresfromwithinthesametest.Thissourceoferrorcanbe reducedbylimitingcrosstestcomparisonstotestswithlarge,wellselectednational normativesamples.

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

5. Ageorgradeequivalentscoresshouldnotbeusedinmakingeligibilitydecisions.Theydo notaccountfornormalvariationaroundthetestmeanandthescaleisnotanequalinterval scale.Therefore,thesignificanceofdelayatdifferentagesisnotthesame.Furthermore, thedifferentagesofstudentswithinthesamegrademakecomparisonsbetweenstudents withinandbetweengradesdifficult.Inaddition,gradeequivalentsdonotrelatetothe curriculumcontentatthatlevel.Whileseeminglyeasytounderstand,equivalentscoresare highlysubjecttomisinterpretationandshouldnotbeusedtodeterminewhetherachildhas asignificantdeficit. 6. Modificationsofstandardizedtestproceduresinvalidatetheuseoftestnorms,butmay providequalitativeinformationaboutthestudentslanguageabilities.Iftestadministration appearstobeinvalidforanyreason,testscoresshouldnotbesubjectedtousual interpretationsandthereasonsforinvalidationshouldbeclearlystatedinoralandwritten presentationsoftestresultsasexplicitlyaddressedinIDEA:300.532(c)(2). 7. Testresultsaretobereportedandinterpretedusinglanguagethatcanbeeasilyunderstood byteachersandparents.Consequently,technicaltermssuchasstandarddeviation, percentilesandconfidenceintervals,aretobesupplementedbyunderstandable interpretationssuchaslowaverage,belowaverage,average,etc.Percentilescoresshould bereportedinamannerthatconveysthatresultsareestimatesoffunctioning(e.g., th th approximately30thpercentileorarangeofthe10 tothe20 percentiles).Theyshouldnot beusedasthesolebasisforeligibilitydecisions. 8. TheStandardsforEducationalandPsychologicalTestingalsostate: Standard6.10 Testadministratorsandusersshouldnotattempttoevaluatetesttakerswhose
specialcharacteristicsages,handicappingconditions,orlinguistic, generational,orculturalbackgroundsareoutsidetherangeoftheiracademic trainingorsupervisedexperience.Atestuserfacedwitharequesttoevaluatea testtakerwhosespecialcharacteristicsarenotwithinhisorherrangeof professionalexperienceshouldseekconsultationregardingtestselection, necessarymodificationsoftestingprocedures,andscoreinterpretationfroma professionalwhohashadrelevantexperience.

Standard6.11 Atesttakersscoreshouldnotbeacceptedasareflectionoflackofabilitywith
respecttothecharacteristicbeingtestedfor,withoutconsiderationofalternate explanationsforthetesttakersinabilitytoperformonthattestatthattime.

9. Section34CFR,Attachment1ofthefederalregulationsstates:BothTitleVIandPartBof IDEA97requirethatapublicagencyensurethatchildrenwithlimitedEnglishproficiencyare notevaluatedonthebasisofcriteriathatessentiallymeasuresEnglishlanguageskills.

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

DETERMININGTHEAPPROPRIATEDISABILITY ASpeechorLanguageImpairmentshouldnotbeconsideredasecondarydisabilityunlessitis clearlyapartfromtheprimarydisability. ThisisparticularlyapplicableinthecasesofAutism, DevelopmentalDelay,MentalRetardation/FunctionalDelay,MultipleDisabilities,andEmotional Disturbance.DecisionsabouteligibilitywillbefacilitatedthroughcollaborationamongSchool Psychologists,theSLT,parentsandschoolpersonnelinplanningandimplementingappropriate communicationandcognitiveassessmentsandinterpretingtheirresults. USINGTHELANGUAGESEVERITYRATINGSCALE TheLanguageSeverityRatingScaleisatoolusedafteracompleteassessmentofthe studentscommunicationabilitiesandaftertheSLThasinterpretedassessmentresults.This scaleisdesignedtodocumentthepresenceofassessmentfindingsaccordingtotheintensityof thosefindingsandtofacilitateadetermination,basedonassessmentresults,ifthestudenthas alanguageimpairmentaccordingtothedefinitionintheTennesseeRulesandRegulations. Theseverityratingscaleisnotadiagnosticinstrumentandshouldnotbeusedintheabsence ofassessmentdata.Inordertobeidentifiedasastudentwithalanguageimpairment,the languagedifficultiesmustbedeterminedtohaveanadverseaffectoneducationalperformance. Theratingscaleservesthreepurposes: 1. todocumenttheabsenceorpresenceofalanguagedeviationandtowhatdegree(Mild, ModerateorSevere), 2. toindicatetheabsenceorpresenceofadverseeffectoneducationalperformance,and 3. todeterminewhetherornotthestudentmeetseligibilitystandardsforalanguage impairment. Educationalperformancereferstothestudentsabilitytoparticipateintheeducationalprocess andmustincludeconsiderationofthestudentssocial,emotional,academic,andvocational performance.Thepresenceofanydeviationinlanguagedoesnotautomaticallyindicatean adverseeffectonthestudentsabilitytofunctionwithintheeducationalsetting.Thedeviation mustbeshowntointerferewiththestudentsabilitytoperformintheeducationalsettingbefore adisabilityisdetermined.Theeffectoneducationalperformanceis,therefore,bestdetermined throughclassroomobservations,consultationwithclassroomteachersandotherspecial educatorsandinterviewswithparentsandthestudent.Teacherchecklistsareusefulfor determiningspecificallyhowlanguageproblemsaffecteducationalperformance.

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

TeacherInputLanguage
Student:___________________School:________________Teacher:________________Grade:_____
Yourobservationsoftheabovestudentslanguagewillhelpdetermineifalanguageproblemadverselyaffects educationalperformance.Checkallageappropriateitemsthathavebeenobserved.Pleasereturnthiscompleted formtotheSpeechLanguageTherapist

ListeningAuditoryProcessingMemoryReceptiveLanguage
Thestudent: Yes No Sometimes

Canfollowverbaldirectionsduring o Individualinstruction o Groupinstruction Canfollowclassroomroutines Requiresclarificationand/orrepetitionofdirections Usesappropriatelistening/attendingskills Comprehendsverbalinformationprovidedinclass Answersquestionsappropriately Canignoreauditorydistractions Retainsnewinformation Recallsoldinformation Comprehendssimplesentencestructures Comprehendscomplexsentencestructure o Passivevoice(Theboywasfollowedbythedog) o Relativeclauses(thecakethatJoyate) o Pronounreference(he=Billy)

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SemanticsConcepts
Thestudent: Yes No Sometimes

Canpredictoutcomes Candrawinference Recognizesdifferentusesofwords,dependingoncontext o Recognizesmeaningsofantonymsandsynonyms o Recognizesmultiplemeaning(fly:afly,tofly) o Recognizesfigurativelanguage(holdyourhorses) o Differentiateshomonyms(roadroad) o Understandstemporal(before/after),position(above/below), andquantitative(more/several)concepts.

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ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

ExpressiveLanguage Thestudent: Expressesideaseffectively Usessentencestructureandgrammarthatisappropriatefor age/grade AsksWHquestions Expressesalogicalsequenceofideastotellastoryorrelate event Usesageappropriatevocabulary Speakswithappropriaterte,volume,pitchandvoicequality o Usesageappropriatespeechsounds Yes No Sometimes ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

SocialCommunication/Pragmatics Thestudent: Participatesindiscussions Cancarryonameaningfulconversationwithadultsandpeers Begins,maintains,andendsconversationappropriately Makesrelevantcommentsaboutthetopic Understandshumor,idioms,andotherfigurativelanguage Attendstospeakermaintainseyecontactappropriately Asksforclarificationwhenmessageisnotunderstood Recognizeswhenthelistenerdoesnotunderstandandattempts toclarifythemessage Metalinguistics/PhonemicAwareness Thestudent: Participatesindiscussions Canidentifyrhymingwords. Canverballyproducerhymingwords... Canidentifyinitialconsonantsoundsinwordspresented orally Canidentifyfinalconsonantsoundsinwordspresented orally Canidentifymedialsoundsinwordspresentedorally.. Canblendsoundsorallytoformwords... Cansegmentsoundswithinawordorally Canmanipulatesoundsinwordsbydeleting,substituting,adding andshiftingsounds Yes No Sometimes ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Yes No Sometimes ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Itismyopinionthatthesebehaviorsadverselyaffectthestudentseducationalperformance. qYES qNO Ifyes,provideexplanation:________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

TeachersSignature________________________________________________Date_________________

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

TeacherInputFunctionalCommunication
Student:_______________________________________Birthdate:_____________ Teacher:_______________________________Grade/Program:_______________
Yourobservationsoftheabovestudentsfunctionalcommunicationwillhelpdetermineifsuchproblems adverselyaffecteducationalperformance.Checkallitemsthathavebeenobserved.Pleasereturnthe completedformtotheSpeechLanguageTherapist. Yes 1. Arethecommunicativeinteractions(e.g.,initiation,topic maintenance,turntaking,greetingsandclosings)that conveysocialuseoflanguageadequateforclassroom andsocialsettingparticipation? 2. Isthestudentusuallysuccessfulinrequesting, commentingandansweringaboutobjects,actions,etc.? (Notethatanymodeofcommunicationisacceptable.) 3. Isthestudentusuallysuccessfulinusingoneormore modesofcommunication(e.g.,verbal,sign,pointing, augmentativeoralternativesystem)? 4. Doesthestudentcomprehendothersbydemonstrating knowledgeofwhatwasconveyedthroughactionor speech? 5. Doesthestudentuselanguageatabilityleveltomake his/herwantsandneedsknowntoothers? 6. Doesthestudentuselanguageatabilityleveltolearn newinformationortoconveywhathasbeenlearned? No

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Whatotherobservationsrelatingtothecommunicationskillsofthisstudentdoyouhave? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

TeachersSignature:__________________________________ Date:________________

AdaptedfromStandardsforthedeliveryofspeechlanguageservicesinMichiganpublicschools,MichiganSpeech LanguageHearingAssociation(1985).

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InformalLanguageAssessmentChecklist
(Documentationofobservationandanalysisoflanguagesample)
Student___________________________Examiner_______________________DateofTest______________DateofBirth____________CA________ P=skillpresent CHILDCURRENTLYEXHIBITSTHEFOLLOWINGSTRENGTHSANDWEAKNESSES. (Onlyskillsobservedduringevaluationwillbemarked.) A=skillabsent E=skilljudgedtobeemerging CONCEPTS/SEMANTICS Spatial Location Temporal Sequence Inclusion/exclusion Categorynames Colors Categoryitems PROCESSING/SYNTAX qYqN AnswersYes/Noquestions qYqN AsksYes/Noquestions qYqN AsksWHquestion qYqN Followssimpledirections qYqN Followscomplexdirections qYqN Usesprimarilysimplephrases qYqN Fullsentences(includingverbs) qYqN Usescomplexsentences qYqN Usesinversionquestionform MORPHOLOGY qYqN pluralmarkers qYqN possessivemarkers qYqN irregularplurals qYqN articlesthe,a qYqN prepositionsin,on qYqN pronounssubjective qYqN pronounsobjective qYqN pronounspossessive qYqN ingendingonverbs qYqN pasttenseverbs(ed) qYqN irregularpasttense qYqN verbisasmainverb qYqN verbisashelpingverb rd qYqN 3 personsingulars

NARRATIVESKILLS (Abilitytoretellanevent) Typesofnarrativesused: qYqN Personalnarratives qYqN Retellsstories/TVshows/procedure Narrativestold: qYqN Withadultprompting qYqN Independently Sequenceofutterances: qYqN Utterancessequenced qYqN Utterancestoldinrandomorder Componentsincludedinnarratives: qYqN People qYqN Outcomes qYqN Place(setting) PRAGMATICS (Useoflanguageincommunicativeinteractions) qYqN Usedappropriateactionturntaking qYqN Variedlanguagefordifferentcontexts qYqN Usedappropriateeyecontact qYqN Usedappropriateverbalturntaking qYqN Maintainedtopicsinconversation qYqN Initiatedconversation qYqN Respondedinconversation qYqN Revisedspeechwhennotunderstood qYqN Providedbackgroundinformationto listener

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Speech,Language,andMotorDevelopmentChecklist
AnOutlineofDevelopmentalSequence

Name__________________________________ Evaluator_______________________________

BirthDate_____________CA________ Date_________________

Theoutlinebelowprovidesageneralsummaryofthedevelopmentalsequenceofspeech,language,andmotorskillsinnormal children.Becausechildrendevelopatdifferentrates,avoidstrictlyapplyingtheageapproximations.Thetimeintervalsare providedonlyasageneralguidelineforageappropriateness.Thisinformationwascompiledfromavarietyofsources,which includedtheAmericanSpeechLanguageHearingAssociation(1983)Boone(1987)Gard,Gilman,andGorman(1980)Hegde (1991)KunzandFinkel(1987)LaneandMolynequx(1992)andLenneberg(1969).

(PrintedinFall1993EditionofTheClinicalConnection) 06MONTHS SpeechandLanguageSkills qRepeatsthesamesounds qFrequentlycoos,gurgles,andmakespleasuresounds qUsesadifferentcrytoexpressdifferentneeds qSmileswhenspokento qRecognizesvoices qLocalizessoundbyturninghead qListenstospeech qUsesthephonemes/b/,/p/,and/m/inbabbling qUsessoundsorgesturestoindicatewants MotorSkills qSmiles qRollsoverfromfronttobackandbacktofront qRaisesheadandshoulderfromafacedownposition qSitswhileusinghandsforsupport qReachesforobjectswithonehandbutoftenmisses qBlowsbubblesonlips qVisuallytrackspeopleandobjects qWatchesownhands 712MONTHS SpeechandLanguageSkills qUnderstandsnoandhot qRespondstosimplerequests qUnderstandsandrespondstoownname qListenstoandimitatessomesounds qRecognizeswordsforcommonitems(e.g.,cup,shoe,juice) qBabblesusinglongandshortgroupsofsounds qUsesasonglikeintonationpatternwhenbabbling qUsesalargevarietyofsoundsinbabbling qImitatessomeadultspeechsoundsandintonationpatterns qUsesspeechsoundsratherthanonlycryingtogetattention qListenswhenspokento qUsessoundapproximations qBeginstochangebabblingtojargon qUsesspeechintentionallyforthefirsttime qUsesnounsalmostexclusively qHasanexpressivevocabularyof1to3words qUnderstandssimplecommands MotorSkills qCrawlsonstomach qStandsorwalkswithassistance qAttemptstofeedselfwithaspoon qRisestoasittingposition qAttemptstoimitategestures qUsessmoothandcontinuousreachtograspobjects qSitsunsupported qDrinksfromacup qPullsselfuptostandbyfuture qHoldsownbottle qPlaysballwithapartner qHaspooraimandtimingofreleasewhenthrowing qEnjoysgameslikepeekabooandpatacake qUsesaprimitivegraspforwriting,bangscrayonrather thanwrites qCooperateswithdressing,putsfootoutforshoe, andplacesarmsthroughsleeves 1318MONTHS SpeechandLanguageSkills qUsesadultlikeintonationpatterns qUsesecholaliaandjargon qUsesjargontofillgapsinfluency qOmitssomeinitialconsonantsandalmostallfinal consonants qProducesmostlyunintelligiblespeech qFollowssimplecommands qReceptivelyidentifies1to3bodyparts qHasanexpressivevocabularyof3to20+words (mostlynouns) qCombinesgesturesandvocalization qMakesrequestsformoreofdesireditems MotorSkills qPointstorecognizedobjects qRunsbutfallsfrequently qImitatesgestures qRemovessomeclothingitems(e.g.,socks,hat) qAttemptstopullzippersupanddown

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1924MONTHS SpeechandLanguageSkills qUseswordsmorefrequentlythanjargon qHasanexpressivevocabularyof50100ormorewords qHasareceptivevocabularyof300ormorewords qStartstocombinenounsandverbs qBeginstousepronouns qMaintainsunstablevoicecontrol qUsesappropriateintonationforquestions qIsapproximately2550%intelligibletostrangers qAnswerswhatsthat?questions qEnjoyslisteningtostories qKnows5bodyparts qAccuratelynamesafewfamiliarobjects MotorSkills qWalkswithoutassistance qWalkssidewaysandbackwards qUsespulltoys qStringsbeads qEnjoysplayingwithclay qPicksupobjectsfromthefloorwithoutfalling qStandswithheelstogether qWalksupanddownstairswithhelp qJumpsdownadistanceof12inches qClimbsandstandsonchair qRotatesheadwhilewalking qReachesautomaticallywithprimaryconcernon manipulationofobject qInsertskeyintolock qStandsononefootwithhelp qSeatsselfinachildschair qMakesatower3cubeshigh 23YEARS SpeechandLanguageSkills qSpeechis5075%intelligible qUnderstandsoneandall qVerbalizestoiletneeds(before,during,orafteract) qRequestsitemsbyname qPointstopicturesinabookwhennamed qIdentifiesseveralbodyparts qFollowssimplecommandsandanswerssimplequestions qEnjoyslisteningtoshortstories,songs,andrhymes qAsks1 to2wordquestions qUses3to4wordphrases qUsessomeprepositions,articles,presentprogressive verbs,regularplurals,contractions,andirregularpasttense forms qUseswordsthataregeneralincontext qContinuesuseofecholaliawhendifficultiesinspeechare encountered qHasa receptivevocabularyof500900ormorewords qHasanexpressivevocabularyof50250wordsormore words(rapidgrowthduringthisperiod) qExhibitsmultiplegrammaticalerrors qUnderstandsmostthingssaidtohimorher qFrequentlyexhibitsrepetitionsespeciallystarters,and otherfirstsyllables
ED4072/Rev.07.09 DepartmentofEducation

qSpeakswithaloudvoice qIncreasesrangeofpitch qUsesvowelscorrectly qConsistentlyusesinitialconsonants(althoughsome


aremisarticulated qFrequentlyomitsmedialconsonants qFrequentlyomitsorsubstitutesconsonants

qUsesapproximately27phonemes qUsesauxiliaryisincludingthecontractedform qUsessomeregularpasttenseverbs,possessive


morphemes,pronouns,andimperatives MotorSkills qWalkswithcharacteristictoddlingmovements qBeginsdevelopingrhythm qWalksupanddownstairsalone qJumpsofffloorwithbothfeet qBalancesononefootforonesecond qWalksontiptoes qTurnspagesonebyone,ortwotothreeatatime qFoldspaperroughlyinhalfonimitation qBuildsatowerof6cubes qScribbles qUsesapalmargripwithwritingtools qPaintswithwholearmmovements qStepsandrotatesbodywhenthrowing qDrinksfromafullglasswithonehand qChewsfood qUndressesself 34YEARS SpeechandLanguageSkills qUnderstandsobjectfunctions qUnderstandsdifferencesinmeanings(stopgo,inon, biglittle) qFollows2and3partcommands qAsksandanswerssimplequestions(who,what, where,why) qFrequentlyasksquestionsandoftendemandsdetailin responses qProducessimpleverbalanalogies qUseslanguagetoexpressemotion qUses4to5wordsinsentences qRepeats6to13syllablesentencesaccurately qIdentifiesobjectsbyname qManipulatesadultsandpeers qMaycontinuetouseecholalia qUsesupto6wordsinasentence qUsesnounsandverbsmostfrequently qIsconsciousofpastandfuture qHasa1,2002,000ormorewordreceptivevocabulary qHasa8001,500ormorewordexpressivevocabulary qMayrepeatselfoften,exhibitingblocks,disturbed breathing,andfacialgrimacesduringaspeech qIncreasesspeechrate qWhispers qMasters50%ofconsonantsandblends qSpeechis80%intelligible

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qSentencegrammarimproves,althoughsomeerrorsstillpersist qAppropriatelyusesis,are,andam insentences qTellstwoeventsinchronologicalorder qEngagesinlongconversations qUsessomecontractions,irregularplurals,futuretenseverbs,


andconjunctions qConsistentlyusesregularplurals,possessives,andsimplepast tenseverbs MotorSkills qKicksballforward qTurnspagesoneatatime qLearnstousebluntscissors qRunsandplaysactivegameswithabandonment qRisesfromsquattingposition qBalancesandwalksontoes qUnbuttonsbutcannotbutton qHoldscrayonwiththumbandfingers,notfist qUsesonehandconsistentlyformostactivities qTracesasquare,copiesacircle,andimitateshorizontalstrokes qPutsonownshoes,butnotnecessarilyonthecorrectfoot qRidesatricycle qBuildsatowerof9cubes qAlternatesfeetwhilewalkingupanddownstairs qJumpsinplacewithbothfeettogether qUsesaspoonwithoutspilling qOpensdoorsbyturningthehandle 45YEARS SpeechandLanguageSkills qImitativelycountsto5 qUnderstandsconceptofnumbersupto3 qContinuesunderstandingofspatialconcepts qRecognizes1to3colors qHasareceptivevocabularyof2,800ormorewords qCountsto10byrote qListenstoshort,simplestories qAnswersquestionsaboutfunction qUsesgrammaticallycorrectsentences qHasanexpressivevocabularyof9002,000ormorewords qUsessentencesof4to8words qAnswerscomplex2partquestions qAsksforworddefinitions qSpeaksatarateofapproximately186wordsperminute qReducestotalnumberofrepetitions qEnjoysrhymes,rhythms,andnonsensesyllables qProducesconsonantswith90%accuracy qSignificantlyreducesnumberofpersistentsoundomissionsand substitutions qFrequentlyomitsmedialconsonants qSpeechisusuallyintelligibletostrangers qTalksaboutexperiencesatschool,atfriendshomes,etc. qAccuratelyrelaysalongstory qPaysattentiontoastoryandanswerssimplequestionsaboutit qUsessomeirregularplurals,possessivepronouns,futuretense, reflexivepronouns,andcomparativemorphemesinsentences

MotorSkills qRunsaroundobstacles qPushes,pulls,andsteerswheeledtoys qJumpsover6inchhighobjectandlandsonbothfeet together qThrowsballwithdirection qBalancesononefootfor5seconds qPoursfromapitcher qSpreadssubstanceswithaknife qUsestoiletindependently qSkipstomusic qHopsononefoot qWalksonaline qUseslegswithgoodstrength,ease,andfacility qGraspswiththumbandmedialfinger qReleasesobjectswithprecision qHoldspaperwithhandwhenwriting qDrawscircles,crosses,anddiamonds qDescendsstairswithoutassistance qCarriesacupofwaterwithoutspilling qEnjoyscuttingandpasting 56YEARS SpeechandLanguageSkills qNames6basiccolorsand3basicshapes qFollowsinstructionsgiventoagroup qFollows3partcommands qAskshowquestions qAnswersverballytohiandhowareyou qUsespasttenseandfuturetenseappropriately qUsesconjunctions qHasareceptivevocabularyofapproximately13,000 words qNamesopposites qSequentiallynamesdaysoftheweek qCountsto30byrote qContinuestodrasticallyincreasevocabulary qReducessentencelengthto4to6words qReversessoundsoccasionally qExchangesinformationandasksquestions qUsessentenceswithdetails qAccuratelyrelaysastory qSingsentiresongsandrecitesnurseryrhymes qCommunicateseasilywithadultsandotherchildren qUsesappropriategrammarinmostcases MotorSkills qWalksbackwardheeltotoe qDoesasomersault qCutsonalinewithscissors qPrintsafewcapitalletters qCutsfoodwithaknife qTiesownshoes qBuildscomplexstructureswithblocks qGracefullyrollerskates,skips,jumpsrope,ridesbicycle qCompetentlyusesminiaturetools

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qButtonsclothes,washesface,andputstoysaway qReachesandgraspsinonecontinuousmovement qCatchesaballwithhands qMakesprecisemarkswithcrayon,confiningmarkstoasmallarea


67YEARS SpeechandLanguageSkills qNamessomeletters,numbers,andcurrencies qSequencesnumber qUnderstandsleftand right qUsesincreasinglymorecomplexdescriptions qEngagesinconversations qHasareceptivevocabularyofapproximately20,000words qUsesasentencelengthofapproximately6words qUnderstandsmostconceptsoftime qRecitesthealphabet qCountsto100byrote qUsesmostmorphologicmarkersappropriately qUsespassivevoiceappropriately MotorSkills qEnjoysstrenuousactivitieslikerunning,jumping,racing,gymnastics,playingchase,andtaggames qShowsreducedinterestinwritinganddrawing qDrawsarecognizableman,tree,andhouse qDrawspicturesthatarenotproportional qUsesadultlikewriting,butitisslowandlabored qRunslightlyontoes qWalksonabalancebeam qCutsoutsimpleshapes qColorswithinlines qDressesselfcompletely qBrushesteethwithoutassistance qIndicateswellestablishedrightorlefthandedness qFollowsadvancedrhythms

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LanguageImpairmentResourcePacket

Language/PlayDevelopmentalScales
AGE <12months LANGUAGE IntentionalCommunication Usesgesturesand/orvocalizationsto regulatebehavior,participateinsocial interactionandreferencejointattention Understandsnonverbal,situationalcues Initiatesatopicbycombiningglancesand vocalizations Takesoneortwoturns FirstWords Combinesgesturesandsoundsto communicateintent Wordstendtocomeandgoinvocabulary Mostwordsdenoteexistence,nonexistence, recurrence,andrejection Repairsunsuccessfulcommunicative interactionsbyrepeating,modifyingtheform orusinganalternativestrategy Developscomprehensionofsinglewordsto direction,attentiontorelevantobjectsorto suggestactionsappropriatetothe immediateenvironment Pointstoobjectsinresponsetoshow me__(bodyparts) SYMBOLICPLAY CONSTRUCTIVEPLAY

Exploratoryactiononobjects Sensorimotororfunctionalplay:mouthing,throwing,banging,shaking, pulling,turning,tearing,pushing,poking,etc.

12to17 months

Usesrealisticobjects conventionally Simplepretendplayis directedtowardself(eating, sleeping,etc.) Linksschemesinsimple combinations(putspersonin carandpushescar)

Combinesatleasttwostructured objectsinrelationalplay(playswith blocks,putsblocksinacontainer, stirswithaspoon) Relationalorfunctionalplay predominatesfrom1521months Solitaryoronlookerplay

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AGE 18to30months

18to24months

LANGUAGE FirstWordCombinations Suddensurgeinvocabularygrowthto several100words Expandssinglewordsemanticrelations (action,attribute,possession,denial, location) Onsetoftwowordutterances(MLU1.5) Useswordcombinations(action+object, agent+action,attribute+entity,action+ location,possessor+possession)

SYMBOLICPLAY

CONSTRUCTIVEPLAY

Useswordsforprediction Usesimitationaspredominantstrategyin languagelearning Beginstoengageinconversation(provides newinformationabouttopic,requests information,providesinformationaboutthe past) Talkstoselfwhileplaying Understandswordmeaningsbutdepends onimmediateknowledgeofprior,similar experienceandknowledgeofsemantic relationstoknowhowtheseelementsgo together

Canfocuspretendplayon animateandinanimate objectsandothers(feeding mother,feedingteddybear) Canhaveinanimateobjects performactions(dollwashes self) Usessingleactionscheme withseveralagentsor recipients(stirsincup,stirs inpot,stirsonplate) Playthemesarerestrictedto veryfamiliareventsinwhich childparticipatesregularly Parallelplay

Combinesatleastfourstructured objects(towerof4blocks) Focusesonprocessofmanipulating fluidmaterials(producesrandom scribblingorpounding)

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AGE 24to30months 30to47months

30to36months

LANGUAGE Canintroduceatopic Engagesinshortdialogueofafewturns Repetitionusedtoremainontopic Usesattentiongettingwordswithintonation UnderstandsWHquestions: what forobject whattodoforaction whereforlocation MLU=1.752.25

SYMBOLICPLAY

Usesoneobjecttorepresent
adifferentobjectthatis similar Usesmultiplerelatedaction schemesinsequence(feed dollwithbottle,patdollon back,putdollinbed) Pretendthemesarerestricted topersonallyexperienced events

CONSTRUCTIVEPLAY Sandandwaterplayconsistsof filling,pouringanddumping Canbuildwithblockshorizontallyand vertically Combines46structuredobjectswith regardtoordinalrelationship(stacks seriatedrings,nestsseriatedcups)

SentenceGrammar Useslanguagetoregulateownandothers actions,toplanandanticipateoutcomes, reportonpresentandpastexperiences, commentonimaginedcontext,projectown andothersfeelings,andregulate interactions Expressesmorethanonefunctionina singleutterance Developssemanticrelationaltermsto encodespatial,dimensional,temporal, causal,quantity,color,ageandother relations Usesgrammaticalmorphemes, prepositions,tensemarkers,pluralendings, pronounsandarticles MLU=2.753.5 Understandsquestions: whoseforpossession whoforperson why forcauseorreason howmanyfornumber Understandsgendercontrastsinthird personpronouns AsksWHquestionsgenerallyputsWHat beginningofsentence

Pretendswithobject

Producessimple3dimensional structure(buildsbridgewithblocks) Producesverysimplefigureusing fluidmaterialswithresemblanceto target(drawsaface,makesahotdog withplaydough)

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LanguageImpairmentResourcePacket

AGE 36to42months


42to47months

LANGUAGE Usessyntax(wordorder) Understandssentencesbasedon morphologicalandsyntacticalrules(uses wordorderstrategyforagentactionrecipient relations) Usesdirectrequests(mayI,couldyou) MLU=3.75 Usespasttense Usesfutureaspect(gonna)

SYMBOLICPLAY Givesdialoguetopuppetsand dolls Pretendswithoutanobjectfor aprop(usesimaginary objects) Pretendthemesinvolve eventsthatchildhasobserved butnotexperiencedactsout sequenceswithminiature dolls(inhouse,garage, airport)

CONSTRUCTIVEPLAY Constructiveplaypredominates from36months Usesblocksandsandboxfor imaginativeplay Canbuildverticalblockstructure thatrequiresbalanceand coordination(9blocks)

Usesmodals(can,may,might,would,could)


Groupplaybegins Joinsotherchildreninplay Engagesinsociodramatic playinwhichchildtakesrole ofsomeoneelseand elaboratesonthethemein cooperationwithotherplayers Plansoutpretendsituationsin advance,organizingwhoand whatareneededforrole playing Eventsinplayaresequenced intoascenariothattellsa storylinksschemesinto complexscriptwithbeginning, middle,andend(fixdinner, serveit,washdishes,goto bed) Canmakedollscarryout severalactivitiesorroles Createsimaginarycharacters Candirectactionsoftwo dolls,makingtheminteract

Produces3dimensionalenclosed structure(buildsfortwithblocks endtoendtoformenclosure) Producesfigurewithsomedetail included(drawsarmsandlegs withoutbody,makesanimalfigure usinghotdogandpancake shapes)

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LanguageImpairmentResourcePacket

AGE 48to60 months

60to65 months

LANGUAGE DiscourseGrammar Learnstoabidebyconversationalrulesto beclear,concise,informativeandpolite Producesconnecteddiscoursebysetting uptransitionsbetweensentencesand clarifyingshiftsinreferencefromoneclause orsentencetoanothertoconveypersonal experiencesandtellstories Understandsconnecteddiscoursebyusing knowledgeofscriptsandstorygrammarto comprehendnarratives Developsmetalinguisticawarenessof languagestructureandmeaning(abilityto focusattentiononbothlanguageand content) Developsskillsinmakinggrammatical judgments,resolvinglexicalambiguity, usingmultiplemeaningsofwordsinhumor, andsegmentingwordsintophonemes Modifieslanguagewhentalkingtoyounger child Discussesstate,feelings,emotionsand attitudes

SYMBOLICPLAY

CONSTRUCTIVEPLAY

Developsnovelschemesfor eventschildhasnotexperienced orobserved Developscooperativeplay

Createsandrepeatspatternsin3 dimentionalstructures(repeated useofpatterninfencewith differentpatternforgateinfort) Producesfigureresemblingtarget (drawsbodyandmanybodyparts drawshousethatresemblesa facewindowsplacedlikeeyes anddoorlikemouthfloatingin space

Organizesotherchildrenand propsforroleplay Candirectactionsof3dolls

65to72 months

Cansustaintopicthroughadozenturns

Candirectdollswhereeachdoll
playsmorethanonerole(father anddoctor,daughterandpatient)

Gameswithrulesplay Constructselaboratestructures andusesmicrosphericobjectsin playwithstructure Producesfigureinperspectiveof paper(drawshouserestingon bottomofpaperasabaseline) Constructselaboratestructurethat isrealisticreproductionwith patterningandsymmetryanduses structurewithmicroscopic dramaticplay Producesa2dimensional perspectiveindrawing(drawsa baselinetakingonqualifyofa horizonwithhouseinproper perspective)

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LanguageImpairmentResourcePacket

LevelsofPlay
LevelsofSocialPlay
Individual/solitaryplay
Unoccupiedbehavior:Childdoesntplaybutmaywatchothers momentarilyorplaywithownbody. Onlooking:Childobserveschildreningroupsbutdoesntovertly enterintoplay(12to18months). Solitary:Childplaysalone,usingtoysdifferentfromchildren nearbywithnoconversationwithothers(12to18months).

LevelsofCognitivePlay
Functionalorsensorimotororexploratoryplay Repetitiveactionsforpleasure:running,climbing,filling, emptying,etc. Comprises33%ofplayfor3to5yearolds Constructiveplay Combiningsensoryandmotorfunctionalplaywithsymbolicplay Systematicmanipulationofmaterialstocreateaproductor solveaproblemusingblocksorpainttomakesomething Mostcommonformofplayforyoungchildren,rangingfrom 40%ofplayfor3.5yearoldsto51%ofplayatages4,5,and6 years Symbolic/Sociodramaticplay Roleplayingand/ormakebelievetransformation Roleplaying pretendingtobeaparent,baby,shark,super hero Makebelievetransformationspretendingtodriveacar(arm movements)orgiveaninjectionwithapencil(objectuse)

Parallelplay Childplayswithtoysorengagesinactivitiessimilartothoseofother childrenwhoareclosebybutnotattemptingtoplaywithotherchildren(2 yearsold).

Cooperative/groupplay
Childplayswithotherchildreninagrouprolesmayormaynot beassigned(3.5yearsold). Childiscooperativewhenthereisorganizationforthepurpose ofworkingtogethertowardacommongoal(4to5yearsold).

GameswithRules:
Recognitionandacceptanceofandconformitywith preestablishedrulestag,Mother,MayI?,marbles,checkers, kickball,boardgames 5yearolds

Johnson,J.E.,Christie,JJ.F.,andYawkey,T.D.(1987). PlayandEarlyChildhoodDevelopment.Glenview,IL:ScottForesman.BasedonRubinetal.(1978).Freeplaybehaviors inpreschoolandkindergartenchildren. ChildDevelopment,49,534536.Stone,S.J.(1993). Playing:AKidsCurriculum.Glenview,IL:ScottForesman.

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LanguageImpairmentResourcePacket

ChecklistforPhonologicalAwareness/EmergingLiteracyProgression
Name______________________________________ BirthDate______________ Grade_______ Doesthischilddemonstratetheabilityto:
qrespondtotherhythm/prosodicelementsofnurseryrhymes,songs,fingerplays,etc.,byimitatingvocal patterns? qusebeginningtemporalsequencing,pairingaphraseinarhymeorsongwithacorrespondingmovement, picture,orobject? qvisuallyfollowpointingandauditorycuesthattrackfromtoptobottomandlefttorightofapage? qdistinguishbetweenpicturesandwrittenwordsinabook(e.g.,Showmethepictures.Nowshowmethe words.) qrespondappropriatelytobeginningwordgames(e.g.,Whatdoesthecowsay?orOldMcDonaldhadafarm andonhis farmhehada____)? qrecognizethatsomevisualsymbolsstandforanentity(e.g.,Whenthischildseesthegoldenarches,doesthis childsayMcDonalds)? qunderstandthatawordisseparatefromitsmeaningandwhatconstitutesalongwordversusashortword (e.g.,caterpillarisalongwordandsnake isashortword)? qdemonstrateanunderstandingofthelanguageofliteracy: qtop,qbottom, qsame/differentqfirstorbeginning,q lastorending,qbefore,qafter,qword? qhearandseethatportionsofwordsarethesame(e.g.,thirteen,fourteen,fifteen,etc.)? quserhymeswheresyllablesareemphasized(e.g.,eenee,meenee,mienee,mo?) qrecognizerhymingwords? qsegmentorcountsyllablesinmultisyllabicwords? qusetoptobottomsequencingonapage? quselefttorightsequencingtosweepacrosslinesinatext? qpointtoindividualwordsforreading,eventhoughthewordsspokenmaynotbethecorrectones? qrecognizehisorherownwrittenname? qseehisorherownfirstinitialinotherwords? qrecognizeotherlettersfromhisorhernameinwordsthats/hesees? qhavesoundtosymbolcorrespondenceforanyalphabetletters?Whichones?__________________________ qthinkofarhymingwordforawordgivenbytheteacher? qsegmentatwophonemewordintotwoparts(e.g.,sewinto/s/and/ou/)? qsegmentathreephonemewordintothreeparts(e.g.,ropeinto/r/,/ou/,/p/)?

Completedby(Print)__________________________Position_______________________Date___________ Signature________________________________________________
AdaptedfromJenkins,R.,&Bowen,L.(1994).Facilitatingdevelopmentofpreliteratechildrensphonologicalabilities. Topics inLanguageDisorders,14(2),2639.

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EarlyIdentificationofLanguageBasedReadingDisabilities
Name_____________________ BirthDate_______ Grade________ Completedby__________________________
Thischecklistisdesignedtoidentifychildrenwhoareatriskforlanguagebasedreadingdisabilities.Itisintendedforusewithchildrenat theendofkindergartenorbeginningoffirstgrade.Eachofthedescriptorslistedbelowshouldbecarefullyconsideredandthosethat characterizethechildsbehavior/historyshouldbechecked.Achildreceivingalargenumberofchecksshouldbereferredforamorein depthevaluation.

SpeechSoundAwareness qDoesntunderstandandenjoyrhymes qDoesnteasilyrecognizethatwordsmaybeginwiththesamesound qHasdifficultycountingthesyllablesinspokenwords qHasproblemclappinghandsortappingfeetinrhythmwithsongsand/orrhymes qDemonstratesproblemslearningsoundlettercorrespondences WordRetrieval qHasdifficultyretrievingaspecificword(e.g.,callsasheepagoatorsaysyouknowawoollyanimal.) qShowspoormemoryforclassmatesnames qSpeechishesitant,filledwithpausesorvocalizations(e.g.,um,youknow) qFrequentlyuseswordslackingspecificity(e.g.,stuff,thing,whatyoucallit) qHasaproblemremembering/retrievingverbalsequences(e.g.,daysoftheweek,alphabet) VerbalMemory qHasdifficultyrememberinginstructionsordirections qShowsproblemslearningnamesofpeopleorplaces qHasdifficultyrememberingthewordstosongsorpoems qHasproblemslearningasecondlanguage SpeechProduction/Perception qHasproblemssayingcommonwordswithdifficultsoundpatterns(e.g.,animal,cinnamon,specific) qMishearsandsubsequentlymispronounceswordsornames qConfusesasimilarsoundingwordwithanotherword(e.g.,sayingTheEntireStateBuildingisinNewYork) qCombinessoundpatternsofsimilarwords(e.g.,sayingescavatorforescalator) qShowsfrequentslipsofthetongue(e.g.,sayingbrueblushforbluebrush.) qHasdifficultywithtonguetwisters(e.g.,shesellsseashells) Comprehension qOnlyrespondstopartofamultipleelementrequestorinstruction qRequestsmultiplerepetitionsofinstructions/directionswithlittleimprovementincomprehension qReliestoomuchoncontexttounderstandwhatissaid qHasdifficultyunderstandingquestions qFailstounderstandageappropriatestories qHasdifficultymakinginferences,predictingoutcomes,drawingconclusions qLacksunderstandingofspatialtermssuchasleftright,frontback ExpressiveLanguage qTalksinshortsentences qMakeserrorsingrammar(e.g.,hegoedtothestoreormewantthat) qLacksvarietyinvocabulary(e.g.,usesgoodtomeanhappy,kind,polite) qHasdifficultygivingdirectionsorexplanations(e.g.,mayshowmultiplerevisionsordeadends) qRelatesstoriesoreventsinadisorganizedorincompletemanner qMayhavemuchtosay,butprovideslittlespecificdetail qHasdifficultywiththerulesofconversation,suchasturntaking,stayingontopic,indicatingwhens/hedoes notunderstand OtherImportantFactors qHasapriorhistoryofproblemsinlanguagecomprehensionand/orproduction qHasafamilyhistoryofspokenorwrittenlanguageproblems qHaslimitedexposuretoliteracyinthehome qLacksinterestinbooksandsharedreadingactivities qDoesnotengagereadilyinpretendplay Comments:______________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
Catts,H.W.(1997)Theearlyidentificationoflanguagebasedreadingdisabilities.LanguageSpeechandHearingServicesinthe Schools,28,8687

ED4072/Rev.07.09 DepartmentofEducation

LanguageImpairmentResourcePacket

1 SemanticRelationsinTwoandThreeWordPhrases

TwoWordPhrases
1. AGENTACTION MommyjumpBaby push(whilepushingtoy) Daddythrow(while throwingball)Babywalk 2. ACTIONOBJECT 3. AGENTOBJECT DrinkmilkRollballPush truckZipjacket Daddyshoe(asheputs shoeon)Mommytoy (momisgivingthetoy) 4. POSSESSIVE MommycarSisterdoll BabyshoeDollysock 5. DESCRIPTIVE BlueballRedtruckBig ballBluecar 6. LOCATIVE(PLACE, WHERE?) 7. TEMPORAL InboxSlidedownUnder ableBehindsofaOntable GonowCookielaterGo tomorrowMilknow Lunchlater 8. QUANTITATIVE 9. CONJUNCTIVE (GOESTOGETHER) 10. EXISTENCE 11. RECURRENCE TwosocksOnecup Threeballs CupplateShoesock Jackethatcerealmilk ThisbearThatcookie Morejuicemorecookie Moremusic 12. NONEXISTENCE (NONEHERE) 13. REJECTION (DONTWANT) 14. DENIAL (THISISNT) NobearAllgonejuice Allgonedoll NomilkNowantNo bananaNosleep Nomuice(itsmilk)No cookie(itscereal)No daddy(itsuncleBob)

ThreeWordPhrases 1. AGENT DadhitballBabyeatcookieIfind


ACTION OBJECT ballSisterkissdoll

2. AGENTACTION MomgostoreDadcomehere
LOCATIVE BabyfalldownBabygobed DrinkjuicekitchenTakeshoecar Throwballhere

3. ACTION
OBJECT LOCATIVE

4. PHRASESWITH CarinboxHideundertableSoapin
PREPOSITIONS waterPutinbox Want morecheeseSeemydog GetmycoatWantredball IwantcookieIseeplane: Ilike PoohBear Ilove mommyIwant cookiepleaseIwantmorejuice

5. MODIFYING
PHRASES

6. CARRIER
PHRASES

CommunicationSkillsinChildrenwithDownSyndrome:AParentsGuide,WoodbineHouse

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LanguageImpairmentResourcePacket

DeterminingtheTypeTokenRatio
Thetypetokenratio(TTR)isaneasytocalculatemeasureoffunctionalvocabularyskills.The ratioreflectsthediversityofwordsusedbythestudentduringthelanguagesample. Templin (1957)reportedthatnormallydevelopingchildrenbetweentheagesof3and8yearshaveTTRs of.45.50.AsubstandardTTRisoneindicatorofanexpressivelanguagedelayordisorder.You mustavoidusingthiskindofnormativedataasasingleorprimarymethodforestablishinga diagnosis. Afteryouhavetranscribedthelanguagesample,numbereverynewwordproducedbythechild. Thelastnumberyouwriteisthenumberofdifferentwordsproduced.TocalculatetheTTR,divide thenumberofdifferentwordsbythetotalnumberofwordsinthesample.Forexample: 100differentwords 200totalwords

.50TTR

Stickler(1987)presentsamodificationoftheTTR.Ratherthancountallthedifferentwords,count thedifferenttypesofwordsusedinthesample.Sheuseseightdifferentwordtypes:nouns, verbs,adjectives,adverbs,prepositions,pronouns,conjunctions,affirmatives(yeah,okay,etc.) andnegatives(no,not,etc.),articles,andwhwords(who,where,etc.).Calculationsaremadeby dividingthenumberofeachdifferenttypeofwordbythetotalnumberofwordsinthesample. Thismethodallowsyoutoevaluatethediversityofwordtypesusedbyyourstudent.TheType tokenRatioforAssessmentofSemanticSkillsformisaworksheetyoucanusetoitemizeword typefrequenciesfortheTTRcalculation.Undertheappropriatecolumn,recordfirsttimepro ductionsofeachwordnotedduringthelanguagesample.Eachtimethestudentusesaword alreadyrecorded,tallytherepeatedproductionnexttotheoriginalentry. Forexample: go in me no

(1productionofthisword) (2productions) (4productions) (7productions)

Source: Shipley,K.G.andMcAfee,J.G.AssessmentinSpeechLanguagePathology:AResourceManual.San Diego:SingularPublishingGroup,1992.ReprintedwithPermission.

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1 TypetokenRatiofortheAnalysisofSemanticSkills

Name:_________________________________Age:_________Date:_____________ Examiner:______________________________________________________________
Instructions: Undertheappropriatewordtypecolumn,recordfirsttimeutterancesofeveryword. Repeatedproductionsofthesamewordaremarkedwithatallynexttotheoriginalentry.Count totalproductionsofeverydifferentwordandtotalproductionsofeverydifferentwordtypeand enterinthesummarysection.

Nouns

Verbs

Adjectives

Adverbs

Prepositions

Source: Shipley,K.G.andMcAfee,J.G.AssessmentinSpeechLanguagePathology:AResourceManual. SanDiego:SingularPublishingGroup,1992.ReprintedwithPermission. PermissionalsofromThinkingPublications,EauClaire,WI.

Excludingtheidentifyinginformationandinstructionssections,thisformisfromK.RutherfordStickler(1987),GuidetoAnalysis of LanguageTranscripts(pp.201202),EauClaire,WI:ThinkingPublications.Usedbypermission. ED4072/Rev.07.09 DepartmentofEducation LanguageImpairmentResourcePacket

TypetokenRatiofortheAnalysisofSemanticSkills (continued)

Pronouns

Conjunctions

Negative/ Affirmative

Articles

WhWords

Summary TotalNumberofDifferent Nouns_____ Verbs_____ Adjectives_____ Adverbs_____ Prepositions_____ Pronouns_____ Conjunctions_____ Negative/Affirmative_____ Articles_____ WhWords_____ TotalNumberofDifferentWords TotalNumberof Nouns_____ Verbs_____ Adjectives_____ Adverbs_____ Prepositions_____ Pronouns_____ Conjunctions_____ Negative/Affirmative_____ Articles_____ WhWords_____ TotalNumberWords_____

TotalNumberofDifferentWords TotalNumberofWords=_____________=TypeTokenRatio(TTR)

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AssessingBasicCommunicationSkills: AFunctionalCommunicationChecklist
Whatisthisform? Itconsistsofaratingscaleofbasiccommunicationbehaviorsthatareimportantin assessingchildrenwithMultipleDisabilitiesand/orchildreninthelowerfunctioningrange. Informationfromavarietyofsourceswasusedindevelopingthechecklist.

Whyusethechecklist? SLTsoftenhavedifficultyfindingappropriateassessmenttoolsforlowerfunctioning children.Thechecklistcoversbasiccommunicationskillsandassistsinevaluating communicationperformanceinthenaturalenvironment.Itcanbeusedasoneofthe componentsofalanguageevaluationtoestablisheligibility,todetermineIEPgoals,and toevaluateprogressovertime.

WhousestheFunctionalCommunicationChecklist? ItwasdevelopedbySpeechLanguageTherapists.Theinformationcouldbeusefultoa varietyofprofessionalsworkingwiththestudent.SLTsuseobservation,direction interactionwiththestudentandfeedbackfromteachersandfamilymemberstocomplete thechecklist.

Forwhichstudentswouldthechecklistbeappropriate? Itcanbeusedwithstudentsfrompreschoolthroughhighschoolthatarefunctioningata basiccommunicationlevel.Itmaybeusedwithdevelopmentallydelayedpreschoolers, studentswithintellectualdisabilitiesandstudentswithMultipleDisabilities.

Whywasitdevelopedandwhereisitused? Thechecklistwasdevelopedaspartofatwoyearprojectonauthenticassessmentin CobbCounty,GeorgiaandiscurrentlyusedbymanySpeechLanguageTherapistsin publicschoolsystemsinGeorgia.Itisusedtogatherinformationoncommunicative functioningacrossenvironments(classroom,schoolsettings,homeandcommunity settings).Itcanbeappropriateforusebyprofessionalsinothersettingsaswell.


ArticleandchecklistpublishedinTheClinicalConnection.Volume11,Number3

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FunctionalCommunicationChecklist
Page1of3

NAME________________________________________

EVALUATOR_______________________________

SCHOOL_________________________________________ DOB _______________ CA _________________ RATINGSCALE Date Never1Rarely2Sometimes3Usually4Consistently5 1. Pleaseratethemethodsofcommunicationusedbythestudent: Date Date

Eyegaze Gesture Physicalmanipulation Vocalization(i.e.,nonspeech,grunts) Facialexpression Signlanguage(___idiosyncratic____format) Verbalization Augmentation(i.e.,pictureboard,device) Other

2. Pleaseratecommunicationinteractions:
Initiatescommunicationinteractions Appropriately maintainscommunicationinteractions Demonstratesturntakingbehaviors Appropriatelyterminatescommunicationinteractions Appropriatelyrespondstocommunicationinteractions

3. Pleaseratecommunicationfunctions:
Gainsattentionofpeoplewithinenvironment Makesrequests(i.e.,want,help) Expressesrejection(i.e.,no,dontwant) Expresseswantsandneedswithinanactivity Expressesactivitychoice Respondstoquestionswithyesandno Expressesrecurrence(more)

DevelopedbySpeechLanguagePathologistsintheCobbCountySchoolSystem,Marietta,GA,Permissiontophotocopyfor inhouseusegrantedby TheClinicalConnection,708PendletonStreet,Alexandria,VA22914

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Page2of3

NAME________________________________
RATINGSCALE Date Never1Rarely2Sometimes3Usually4Consistently5 3. Pleaseratecommunicationfunctions(CONTINUED): Date Date

Expressesfinishedorallgoneorgone Providesgreetings/farewells Expressescomments(i.e.,Ilikeit.Itssoft.) Expressesfeelings Expressesphysicalconditions Answersbasicquestions

Asksquestions 4. Pleaserateexpressivelanguageskills:
A. Phonology:SoundProductionPatterns Checkthephonemesorspeechsoundsproducedbythestudent includesound/wordinventory: Speechsounds______________________________________ __________________________________________________ Babblingconsonantvowelcombinations_________________ __________________________________________________ Jargonspeechsoundscombinedintopatternswithintonations __________________________________________________

B. Echolalia: Checkifstudentdemonstratesecholaliaincommunication. Timing: Immediate________________________________ Delayed__________________________________ Echolalia:Exact____________________________________ Mitigated(changed)_________________________ Function:Tocontinueinteraction_______________________ Todemonstratecomprehension_______________ Comments_________________________________________ _________________________________________ _________________________________________

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Page3of3

NAME________________________________
RATINGSCALE Never1Rarely2Sometimes3Usually4Consistently5 C. Rateorallanguageskillsdemonstrated: Date Date Date

Producessinglewordapproximations(i.e.,ma/mamma) ProducessinglewordutterancesCheckcategoriesobserved: ___agent(baby)___action(drink)___object(cup) ___location(up)___recurrence(more)___possession(mine) Imitatesnewwords

Producestwowordutterances Producesthreewordutterances Producesshortsentences

5. ReceptiveLanguage:Ratereceptivelanguageskills Alerttoenvironmentalnoises

Localizestosoundsource/speakersvoice Respondstoname

Anticipatesfamiliarroutines

Followssimpledirectionswithvisualcue Followssimpledirectionswithverbalcue Followsone/twostepdirectionalcommands

Identifiesfamiliarpeople/objectswithinenvironment Identifiesphotographsoffamiliarobjects Identifiesdrawingsoffamiliarobjects Identifiesobjectsthroughfunction Identifiesobjectsbycolor/size/shape

Demonstratescomprehensionofdirectionalconcepts Demonstratescomprehensionofbasicwhquestions

Demonstratesobjectpermanence(abilitytorepresentobjectsand eventsnotperceptuallypresent) Demonstratesmeanendbehaviors(actionstoachieveagoal)

Demonstratesfunctionalobjectuseandobjectclassification(perception ofrelationships) Demonstratessymbolicbehavior(abilitytointernalizeandreproduce information)

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1 NarrativeAnalysis Onemeansofassessingexpressivelanguageisthroughtheuseofnarrativeanalysis.Thisapproachisused forthefollowingreasons: 1. Narrativelanguageskillisassociatedwithotheracademicskills. Studiesindicatearelationshipbetweennarrativeabilityinthepreschoolyearsandlaterlanguage andliteracymeasures.BishopandEdmundson(1987)andPaulandSmith(1993)havefoundthata storyretellingtaskwasthebestpredictoramongseveraltestsforidentifyingapersistentlanguage disorder.Manypreschoolchildrenwhoperformedpoorlyonanarrativeretellingtaskcontinuedto showlanguagedeficitsastheygotolder. Duringreadinglessons,teachersaskstudentstosummarizeorparaphrasewhattheyveread,then makeinferencesaboutstudentscomprehensionofthematerialbasedontheirnarrativeresponses (Milosky1987). Asstudentsprogressinschool,teachersjudgmentsoftheircomprehensionofothersubjects(e.g., history,science,literature)arebasedonstudentsnarrativeanswers,eitheroralorwritten. Theuseofbothoralandwrittenlanguageasamediumforacquiringknowledgeiscrucialto academicsuccess(Roth1986). 2. Narrativeshavehighecologicalvalidity.Theyoccurnaturallywithinschoolsettingsandoutsideofthem. 3. Foryoungchildren,PaulandSmith(1993)advocatenarrativeassessmentasnaturalisticandeasily elicitedinastandardformat(p.597). 4. Forschoolagedchildren,oralnarrativesarepartofclassroomtalkasstudentsdescribe,explainand interpretevents(CraisandLorch1994). 5. Theabilitybothtoproduceandcomprehendoralandwrittennarrativelanguageplaysanimportantrolein thedailyinteractionofstudents,teachersandbooks(Milosky1997). 6. Productionofnarrativesisarigoroustestofmanylevelsandaspectsoflanguagecontent,formanduse. 7. Mostnarrativesaremonologues,withthemajorburdenofformulationandproductionrestingsquarelyon thechild. 8. Narrationrequiresrecallandorganizationofcontent,adaptationtolistenersbackgroundknowledge, formulationofnewutterancesandrelatingthemtopriorutterances,andintroductionofreferentsfollowed byclearsubsequentreferencetothem(Milosky1987). 9. Narrativelanguagetaskscanbeadjustedtoincreaseordecreasedifficulty,thusrevealingtheoptimal degreeofsupportneeded. 10. Bothcomprehensionandproductionofnarrativescanbeassessedtodeterminesimilaritiesand differencesbetweenthesetwomodalties. Thereareseveralappropriatesamplingmethodsforelicitingnarratives: Personalnarratives Scripts Fictionalnarrativesstoryretellingandstorygenerationwithorwithoutvisualstimuliandwithorwithout sharedcontext

Hughes,D.,McGillivray,L.,andSchmidek,M.(1997).Guidetonarrativelanguage:Proceduresforassessment.Thinking Publications

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DevelopmentofNarrativeSkills
1. Heaps Textorganizationcomesfromwhateverattractsattention Nostorymacrostructure Norelationshipororganizationamongelementsorindividualmicrostructures 2. Sequences
Narrativehasmacrostructurewithcentralcharacter,setting,topic Activitiesofcentralcharacteroccurinparticularsetting Storyelementsarerelatedtocentralmacrostructurethroughconcreteassociative,orperceptualbonds Superficialsequencesintime Notransitions MayuseformatAdoesX,AdoesY,AdoesZorAdoesXtoN,AdoesXtoO,AdoesXtoP Noendingnarrative Tripstoriesmaybeinthiscategoryifeventslacklogicalsequenceortriptheme PrimitiveNarratives Characters,objects,oreventsofnarrativesareputtogetherbecausetheyareperceptuallyassociatedand complementeachother Elementsofthenarrativefollowlogicallyfromattributesofthecenter Attributesofthecenterareinternaltothecharacter,objects,events,andtheydeterminethetypesofeventsthat occur Mayuseinferenceinnarrative Narrativegoesbeyondperceptualandexplicitinformation,butstaysconcrete,withlinksforgedbyshared situationratherthanabstractrelationship Maytalkaboutfeelings Organizedtripstoriesfallinthiscategoryiftheyincludemultiplecommentsonevents,includinginterpretive feelings UnfocusedChains Eventsarelinkedlogically(causeeffectrelationship) Elementsarerelatedtooneanother Nocentralthemeorcharacter,noplotorstorytheme Lackofevidenceofcompleteunderstandingofreciprocalnatureofcharactersandevents Truesequenceofevents FocusedChains Organizedwithbothacenterandasequence Actualchainingofeventsthatconnecttheelements Doesnothaveastrongplot Eventsdonotbuildonattributesofcharacters Charactersandeventsofnarrativesseldomreachtowardagoal Weakending,noending,orenddoesnotfollowlogicallyfromthebeginning Maybeproblemsofmotivatingeventsthatcauseactions Transitionsareused Morebecausethenchainsareused Maybeatripstoryiftheeventsfollowlogicallyfromeachothermorethanjustoccurringnextonthesametrip TrueNarratives Integratechainingeventswithcomplementarycenteringoftheprimitivenarrative Adevelopedplot Consequenteventsbuildoutofprioreventsandalsodevelopthecentralcore Endingreflectsorisrelatedtotheissuesoreventspresentedinthebeginningofthenarrative Intentionsorgoalsofcharactersaredependentonattributesandfeelings
FromDevelopmentoftheConceptofStoryinNarrativesWrittenbyOlderChildrenbyN.W.Nelson&K.K.Friedman,in ChildhoodLanguageDisorderinContext:InfancythroughAdolescence(p.430),byN.W.Nelson,1993,NeechamHeights,MA: Alyn&Bacon.

3.

4.

5.

6.

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DevelopmentalMilestonesofNarrativeProductionUsedforMacrostructure*
Developmental Age
About2years

PersonalandFictionalNarratives
Childrenembednarrativesinadultchild conversations,withbasicelementsof narrativestructurebutnoidentifiablehigh point. Childrencanproduceverbaldescriptionsof temporallyorganizedgeneralknowledge aboutroutineeventschildrencan independentlyreportmemoriesofpast specificepisodeswithlittlesupport (i.e.,questionsandcues)noidentifiable highpoint. Childrensnarrativeshavenoidentifiable highpoint13%ofpersonalnarratives incorporategoaldirectedepisodes.

Narrative Level
Heapsand sequences, andcentering Primitive narrativeand unfocused chain

StoryStructureLevel

About3years

Descriptiveandaction sequencesmorelikelyif retellingthangeneratinga story

About4years

Focused chains

About5years

42%of5yearoldchildrenincorporate True goaldirectedepisodes95%ofstoriesby narratives children5andolderhaveacentralfocusor highpointchildrenendnarrativesatthe highpoint.

About6years Around78years

Afterage5years,childrenbuildtoahigh pointandresolveitinclassicform. Childrenusecodestotiepersonal narrativestogetherchildrenuse introducersinelicitedpersonalnarratives.

Completeepisodesin 16%of4yearolds storiesreactive sequences Earlierstorystructure levelsstilloccursome completeepisodesmay occur.Infictionalstories, childrenincludesetting informationandmay attempttodevelopaplot Abbreviatedepisode 60%of8yearolds storiesarecomplete episodes.Storiesinclude internalgoals, motivations,andreactions thatarelargelyabsentin storiesproducedby youngerchildrensome episodeswillbe incomplete. Multipleepisodes Complexepisode Embeddedepisode Interactiveepisode

Narrative summaries

Around11years/ th 5 grade

Childrentellcoherent,goalbased,fictional stories,althoughreferencetointernal statesisstillrare.10yearoldsmaybe limitedtonumberofembeddedor interactiveepisodestheycanhandlewhen retellingastory.

Complex narratives

Around13years

Analysisand generalization

*Notethatinformationisbasedonnarrativegeneration,notretellingunlessspecified. Sources:HedbergandWestby(1993)HudsonandShapiro(1991)Kemper(1984)PetersonandMcCabe(1953) Source: GuidetoNarrativeLanguage:ProceduresforAssessment(p.144),byD.Hughes,L.McGillivray,andM. Schmidek,1997,EauClaire,WI:ThinkingPublications.CopyrightbyThinkingPublications.Reprintedwithpermission.

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StoryStructureLevelsOrderedfromLeasttoMostComplex
StoryStructureLevels
1. DescriptiveSequence

DevelopmentalAge
Preschool

Description
Describescharacter(s),surroundings,and habitualactionswithnocausalrelations Listsactionsthatarechronologicallybutnot causallyordered Includesaseriesofactions,eachofwhich automaticallycausesotheractions,butwith noplanninginvolvednocleargoaldirected behavior Providesaimsorintentionsofacharacter butdoesnotexplicitlystatethecharacters plantoachieveaimsplanningmustbe interred Statesplanning,butoneormoreofthe threeessentialstorygrammarpartsofa completeepisodeismissing:IE,A,orC Includesaimsandplansofacharactermay reflectevidenceofplanningintheattempts ofacharactertoreachthegoalhasat minimumaninitiatingevent,anattempt,and aconsequenceuseswordslikedecidedto Isachainofreactivesequencesor abbreviatedepisodes,oracombinationof completeandincompleteepisodes Includeselaborationofacompleteepisode byincludingmultipleplans,attempts,or consequenceswithinanepisodeincludes anobstacletotheattainmentofagoalmay includeatrickasintrickstertales Embedsanothercompleteepisodeor reactivesequencewithinanepisode Describesonesetofeventsfromtwo perspectives,withcharactersandgoals influencingeachothermayhaveareaction orconsequenceforonecharacterserving asaninitiatingeventforanothercharacter

2. ActionSequence

Preschool

3. ReactiveSequence

Preschool

4. AbbreviatedEpisode

About6years

5a.IncompleteEpisode

Around78years

5b.CompleteEpisode

Around78years

5c.MultipleEpisodes

Around78years

6. ComplexEpisode

Around11years

7a.EmbeddedEpisode 7b.InteractiveEpisode

Around11years Noneestablishedby researchbeyond1112 years

Sources:GlennandStein(1980)Hedbergand Wesby(1993)Liles(1987)Steing(1988)PetersonandMcCabe(1983)

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NarrativeLevelsAnalysis
Name:______________________________________ Age:____________ Date:______________ Examiner:__________________________________________

DIRECTIONS Placecheckmarkstoreflectthehighestlevelofnarrativedevelopmentforformulatedandreformulatedtasks

Cognitive Period

Approximate NormalAgeof Emergence

Modeof Organization

TASKS

Preoperations 2years
2to3years 3to4years 4to4years 5years 6to7years

Heaps Sequences Primitivenarratives Unfocusedchains Focusedchains Narratives

Concrete

7to11years 11to12years

Summarization Complexstories

Formal

13to15years 16yearstoadult

Analysis Generalization

Descriptionofformulatedtask:____________________________________________________________ Descriptionofreformulatedtask:__________________________________________________________ Comments:_____________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________


Adaptedwithpermissionfrom:CommunicationAssessmentandInterventionStrategiesforAdolescents.V.L.Larsonand N.L.McKinley.ThinkingPublications.EauClaire,WI.1987.

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LevelsofStoryGrammarDevelopment
GlennandStein(1980)havesuggestedadevelopmentaltaxonomyfortheacquisitionofstorygrammar skills.Sevendifferentlevelshavebeenidentifiedrangingincomplexityfromsimplesttomostcomplex. Eachlevelcontainsallthecomponentsofthepreviouslevelswithoneadditionalcomponentadded.

Level1 DESCRIPTIVESEQUENCE
Thisstoryiscomprisedofdescriptionsofcharacters,surroundings,andusualactionsofthecharacters.No causalrelationshipsorsequencesofeventsarepresent.

Level2 ACTIONSEQUENCE
Thisstoryconsistsofeventsinachronologicalorderbutnocausalrelationshipsexist.

Level3 REACTIVESEQUENCE
Thisstorydoescontainacausalrelationshipinthatcertainchangesautomaticallycauseotherchanges. Thereisnoevidenceofgoaldirectedbehavior.

Level4 ABBREVIATEDEPISODE
Atthislevel,agoalisimpliedeventhoughitmaynotbestatedexplicitly.Thisstorycontainseitheranevent statementwithaconsequenceoraninternalresponsewithaconsequence.Theactionsofthecharacters seemtobepurposeful,thoughnotaswellthoughtoutasinsuccessivestages.

Level5 COMPLETEEPISODE
Thisstorycontainsanentiregoalorientedbehaviorsequence.Aconsequenceisrequiredaswellastwoof thefollowingthreecomponents:InitiatingEvent,InternalResponse,Attempt.

Level6 COMPLEXEPISODE
Thislevelisanelaborationofthecompleteepisode,withanadditionalpartialorcompleteincident embeddedintheepisode.Astoryatthislevelcouldalsocontainmultipleplanswhichareusedtoachieve thegoal.Eitheroneofthesefactorsorbothmustbepresent.

Level7 INTERACTIVEEPISODE
Theinteractiveepisodeisthehighestlevel.Thisstorycontainstwocharacterswithseparategoalsand actionsthatinfluencetheactionsoftheother.
Source: HutsonNechkash,P.Storybuilding.EauClaire,WI:ThinkingPublications,1990.Reprintedwithpermission

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StoryGrammarAssessment
NAME_______________________________________
Degreeofstructureprovided: ___ Noadditionalstructure ___ Mediumamountofstructure ___ Highdegreeofstructure Collectanarrativefromthestudent.

DATE____________

____________________________________________________________________
1. qYESq NOISASETTINGGIVEN? 2. qYESq NOARETHECHARACTERSDESCRIBED? 3. qYESq NOARETHEEVENTSPRESENTEDSEQUENTIALLY? 4. qYESq NOISTHEREACAUSALRELATIONSHIPBETWEENEVENTS? 5. qYESq NOISTHEREANINITIATINGEVENT(IE)? 6. qYESq NOISAGOALPRESENT? 7. qYESq NOISTHEREACONSEQUENCE? 8. qYESq NOISANINTERNALRESPONSE(IR)PRESENT? 9. qYESq NOISTHEREANATTEMPTTOATTAINTHEGOAL? 10. qYESq NOAREMULTIPLEPLANSUSEDTOMEETTHEGOAL? 11. qYESq NOISAPARTIALORCOMPLETEEPISODEEMBEDDEDINTHEEPISODE? 12. qYESq NOARETHERETWOCHARACTERSWITHSEPARATEGOALSANDACTIONSTHAT INFLUENCETHEACTIONSOFTHEOTHER? NumberofYESResponses__________12 x100=__________% LEVELOFSTORYGRAMMARDEVELOPMENT_______________________________________ Comments_______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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StyleofNarrationAssessment
NAME:____________________________________ DATE:______________

Foreachnarrativesamplecollected,answerthefollowingquestions:
1. ISTHENARRATIVEGRAMMATICAL? 2. ISSUFFICIENTINFORMATIONPRESENTED? 3. DOESTHELISTENERUNDERSTANDTHENARRATIVEWITHOUTASKING QUESTIONSOFCLARIFICATION? 4. ISTHENARRATIVEPRESENTEDINAFLUENTMANNER(I.E.,WITHOUT PAUSES,HESITATIONS,REVISIONS,ORFALSESTARTS)? 5. DOESTHESPEAKERTELLTHESTORYWITHOUTEXHIBITING FRUSTRATIONOROBVIOUSDIFFICULTY? 6. ISONETOPICPRESENTED(IFMORETHANONETOPICISGIVEN,IS THEREASMOOTHANDAPPROPRIATETRANSITIONBETWEENTOPICS)? 7. DOALLTHESTATEMENTSPERTAINTOTHETOPIC(S)? 8. AREPRECISEVOCABULARYTERMSUSED(I.E.,WITHOUTLOW INFORMATIONWORDSLIKETHINGSORSTUFF)? 9. AREFACILAANDBODYEXPRESSIONSAPPROPRIATETOTHESTORY? 10. WASTHETOPICOFTHENARRATIVEAPPROPRIATEFORTHEAUDIENCE? YES YES NO NO YES YES NO NO YES NO YES NO YES NO YES YES YES NO NO NO

NumberofYESResponses__________10x100=__________%

DESCRIPTIONOFNARRATIVETASK___________________________________ Comments_______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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PragmaticLanguageChecklist
Page1of2

Student:______________________School:____________________Grade:_____Date:___________ Settings:_________________________________________________________ _________________________________________________________ _________________________________________________________ Completedby_______________________________________/Title_____________________________ I. INTERACTIONALSKILLS(how) A. SequentialOrganization


1. Openingsestablisheyecontact___________________________________ 2. Initiationspeakingtoperson______________________________________ 3. AttendingtoSpeakerattentivelistener______________________________ 4. AppropriateRespondingansweringquestions________________________ 5. SpeakerSelectionacknowledginganotherasspeakeringroup__________ 6. AppropriateInterruptionsexcuseme______________________________ 7. Closingsappropriately__________________________________________

Verbal
_________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________

Other
_________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________

B. Coherent
1. EstablishingTopicindirectlysuggestingasubjectofsharedinterest________ 2. MaintainingTopicparticipating_____________________________________ 3. Backchannelingsmallwordsusedtoindicatetheyarelistening(oh,Isee) 4. Accompanimentsrequesttocontinuetopicofconversation_______________ 5. ConversationalQuestionstoinitiateandmaintainconversation____________ 7. Chunkingconjunctions____________________________________________ 8. SignalingTopicShiftsclosingtopic__________________________________

6. Sequencingabilitytofollowtemporalevents/orderofsubjectimportance_____ _________

C. Repair
1. Clarificationrequestorgivingmoredetailedinformation__________________

D. Roles
1. PolitenessMarkers/Tactdontimposeonlistener_______________________ 2. CommunicationDistance___________________________________________

3. RegisterShiftsswitchcodesasneededrelatetoaudience_______________ II. INTENTS(why) A. Requests

Verbal

Other
_________ _________ _________ _________ _________

1. Yes/NoQuestions_________________________________________________ _________ 2. WHQuestions____________________________________________________ _________ 3. ActionRequests__________________________________________________ 4. Permissionrequests_______________________________________________ _________ _________

5. ObjectRequests__________________________________________________ _________

Source:ColoradoGuidelinesforSpeech/LanguageImpairments

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Page2of2

II. B.

INTENTS(why)continued Responses
1. 2. 3. 4. 5. 6.

Verbal

Other _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________

_________ Yes/NoAnswers____________________________________________________ WHAnswers_______________________________________________________ _________ Agreements________________________________________________________ _________ Compliancescomplywithorrefusingtocomply___________________________ _________ Qualificationssupplyingunexpectedinformation__________________________ _________ Imitationspartorwholerepetitionsofpriorutterances______________________ _________

C.

_________ Greetings________________________________________________________ _________ Identificationslabelingobject,person,event,situation_____________________ Possessionsindicatingownership_____________________________________ _________ Eventsactions,processesdescribed___________________________________ _________ Propertiesobservabletraitsorconditionsofobjects,events,situations_________ _________ Locationslocationordirectionofanobjectorevent______________________ _________ 7. Timestimesarereported___________________________________________ _________
1. 2. 3. 4. 5. 6.

Descriptions

D.

Statements
1. Rulesexpressrules,conventionalprocedures,analyzefacts,definitions orclarifications____________________________________________________ _________ 2. Evaluationsimpressions,attitudes,judgmentsaboutobjects,events, situations______________________________________________________ _________ 3. InternalReportsemotions,sensations,mentalevents,includingintentsto performfutureacts_________________________________________________ _________ 4. Attributionsbeliefsaboutanothersinternalstate,capacityorintents_________ _________ 5. Predictingbeliefsaboutfutureactions,events,situations___________________ _________ 6. Explanationsreasons,causes,predictions_______________________________ _________ 7. Hypothesizingattempttoexplainassumptionsorverifiablefuturefacts________

_________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________

_________

E.

Acknowledgments
1. Acceptancesneutrallyrecognizeanswersornonrequests___________________ _________ 2. Approval/Agreementspositivelyrecognizeanswersornonrequests___________ _________ 3. Disapproval/Disagreementsnegativelyevaluatesanswersornon requests___________________________________________________________ _________

F.
1. 2. 3. 4. 5. 6. 7.

Performatives _________ RolePlaysestablishafantasy_________________________________________ Protestsobjecttolistenerspreviousbehavior_____________________________ _________ GameMarkersinitiate,maintain,orendagame___________________________ _________ Jokes_____________________________________________________________ _________ Claimsestablishrightsbybeingsaid(thatsmycookie)____________________ _________ Warningsalertlistenertoimpendingharm_______________________________ _________ Teasesannoy,provoke,taunt________________________________________ _________

G. Miscellaneous _________ 1. Uninterpretableunintelligible,incomplete,oranomalousutterances______ _________ 2. Exclamationsemotionalreactions________________________________

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RelatingLanguageBehaviorstoCommunicationGoals
Prizant,B.(1999).EnhancingCommunicativeandsocioemotionalcompetenceinyoungchildrenwithAutismSpectrumDisorders. Evanston,IL.Conferencehandout

Issues and Challenges


PrelinguisticLevel: Establishingintentionality Unevendevelopmentalprofiles Communicationlimitations

Generic Communication Goals


Establishanticipatoryandearlyintentionalbehaviors. Communicateintentacrossenvironmentsandpersons. Establishaconsistentmeansofexpressingintent. Replaceidiosyncraticcommunicativemeanswithmoreconvention andintentionalgestures. Expandtherangeoffunctionsorpurposesforcommunication. Developmotivationandstrategiestopersistincommunicationandto repairbreakdowns. Replaceunacceptablemeanswithsociallyacceptableforms. Establishreliablemeanstoinitiateinteractionorbringattentionto self. DevelopuseofAACsystemstocommunicateintentions.

Challengingbehaviors Jointattentionandaction Alternativestospeech

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Issues and Challenges


EmergingLanguageLevels: Shiftfrompreverbalcommunicationmaybeslow.

Generic Communication Objectives

Expandvocabulary. Produceintelligibleorunambiguouscommunicativeacts(e.g., spokenwords,signs,exchangingvisualsymbols). Expandcommunicativefunctions. Directattentiontoselforsecureothersattentionpriorto communicating(callingfunction). Combinewords/signs/picturescreativelytoexpressrelational concepts. Combinewords/signs/picturescreativelytoexpressrelational concepts. Producedifferentsentencetypestoservedifferentcommunicative functions. Developemergentliteracyskills. Userepetitioninmoreconventionalwaystoexpressintents. Segmentgestaltformswithruleinduction,allowingforgreater creativityandgenerativityinlanguageproduction.

Unconventionalverbalbehaviormaybeproducedfor communicativeaswellasnoncommunicativepurposes.

Generalizationofearlycreativelanguageandgestaltforms maybeslow. Earlylanguageformsaretypicallyusedforalimitedrange ofcommunicativepurposes.

Difficultiescomprehendingcommunicativepartners languageandnonverbalsign.

MoreAdvancedLanguageLevels: Languagecomprehensionandsocialcognitivelimitations adverselyaffectconversationalability Conveyinformationaboutpastandfutureevents. Useconversationalskillsandstrategies.

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Issues and Challenges


MoreAdvancedLanguageLevels: Verbalandnonverbalconventionsmaybeviolated, affectingthesuccessofinteractions.

Generic Communication Objectives

Useverbalconventionsforinitiatinginteraction,exchanging)turns duringinteractions,andterminatingcommunicativeexchanges. Usenonverbalandparalinguisticbehaviortosupportsocial interactions(e.g.,bodypostureandorientation,eyecontact,vocal volume,etc.). Usestrategiesforrepairingcommunicationbreakdowns. Usescriptsspecifictoparticularevents.

Limitedabilitytorecognizeandrepaircommunication breakdowns Learnedverbalscriptsmaybeappliedtoorigidly,with few,ifanyadjustmentsfordifferentcommunicativeor situationalcontexts. Unconventionalverbalformsusedwithclearintentmaybe difficulttoread,especiallyforunfamiliarpartners.

Usereadingandwritingskillsforintrapersonalandinterpersonal communicativefunctions.

Languageuseinmorecomplexandlessfamiliarsocial situationsmaybeespeciallychallenging.

Uselanguageasatoolforemotionalregulationby: o developingvocabularytoshareemotionalstatesandexperiences withothers. o usinglanguagetorequestassistanceandcomfort.Provide opportunitiestoreview,understandanddiscusspotentially problematicsituationsprepareindividualsforchangesinroutine.

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FunctionalCategoriesofImmediateEcholalia
PrizantandDuchan,1981
Page1of2

Category
Interactive Turntaking Declarative

Description

Utterancesusedasturnfillersinanalternatingverbalexchange Utteranceslabelingobjects,actions,orlocation(accompaniedby demonstrativegestures) Utterancesusedtoindicateaffirmationofpriorutterance

YesAnswer Request Noninteractive Nonfocused

Utterancesusedtorequestobjectsorothersactionsusually involvesmitigatedecholalia

Utterancesproducedwithnoapparentintent,andofteninstatesof higharousal(suchasfear,pain) Utterancesusedasaprocessingaid,followedbyutteranceoraction indicatingcomprehensionofechoedutterance

Rehearsal

SelfRegulatory

Utterancesthatservetoregulateonesownactionsproducedin synchronywithmotoractivity

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Page2of2

Category
FunctionalCategoriesofDelayedEcholalia Noninteractive(continued) Nonfocused SituationAssociation SelfDirective Rehearsal

Description

Utteranceswithnoapparentcommunicativeintentorrelevance tothesituationalcontext Utteranceswithnoapparentcommunicativeintent,whichappear tobetriggeredbyanobject,person,situationoractivity Utterancesusedtoregulateonesownactionsproducedin synchronywithmotoractivity Utterancesproducedwithlowvolumefollowedbylouder interactiveproductionmaybepracticeforsubsequentproduction Utteranceslabelingobjectsoractionsinenvironmentwithno apparentcommunicativeintentmaybeaformofpracticefor learninglanguage

Label(noninteractive)

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SocioemotionalDimensionsinCommunication
AutismQuestionnaire Studentname____________________Completedby____________________Date__________ SOCIALRELATEDNESS

Socialandcommunicativemotivation
qStudenttypicallypreferstobeinproximityofothers. qStudenttypicallypreferstobealone. qStudentrespondstoandinitiatessocialgamesandroutines. qStudentvisuallyorientstoothers(facetofacegaze). qStudentregularlyusesgazeshiftstoreferencetheattentionofothers. qFrequencyofcommunicativeactsdirectedtoadultsandotherchildren:__________________

Jointattention
qStudentfollowsadultsvisuallineofregard.________________________________________ qStudentobservesadultsorotherchildrensactivity.__________________________________ qStudentcommunicatestoestablishjointattentionverballyby
Checkappropriatecommunicativefunctions.

qcommenting, qrequestinginformation,and/or qprovidinginformation. qStudentrespondstothepreverbalorverbalsignalsofotherstoestablishsharedattention. qStudentisabletomaintainandfollowupontopicsintroducedbyothers(forolderstudents).

Socialimitation
qStudentimitatesactionswithsomeevidenceofsocialorientation(e.g.,gazechecks,sharingof affect,verbalcommunication). qStudentimitatesvocalizationswithsomeevidenceofsocialorientation. qStudentimitatesverbalizationswithsomeevidenceofsocialorientation. EMOTIONALEXPRESSIONANDRELATEDNESS

Attachment
qStudentusescaregiversasabaseforsecurityandemotionalrefueling. qAfterareasonableperiodoftime,studentseesotheradults(e.g.,teacher,paraprofessional, etc.)asabaseofsecurity.

FunctionalExpression
qStudentexpressesdifferentemotionsthroughfacialexpression,vocalization,and/or verbalizationsthatareappropriatetothesituationalandinterpersonalcontext. Circleappropriatechoices qStudentsharesemotionalstatesbydirectingaffectdisplaystoothers. qStudentunderstandsandrespondsappropriatelytotheemotionalexpressionsofothers

Empathy
qStudentdemonstratesconcernfororactivelyattemptstosootheanotherstudentwhohas beenhurtorisotherwiseindistress. SOCIABILITYINCOMMUNICATION

Studentcommunicatesforthefunctionsof:
qBehavioralregulation(i.e.,requestingobjects/actions,protesting) qSocialinteraction(i.e.,greeting,calling,requestingsocialroutine,requestingcomfort) qJointattention(i.e.,commenting,requestingandprovidinginformation)
Ifstudentcommunicatesprimarilyforbehavioralregulation,thismaybeindicativeoflimitedsociabilityin communication.

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EMOTIONALREGULATIONANDCOMMUNICATIVECOMPETENCE qCommunicativecompetencevariessignificantlywithdifferentcommunicativepartners. qCommunicativecompetencedoesnotvarysignificantlywithdifferentcommunicativepartners. qCommunicativecompetencevariessignificantlyincomfortable,familiarcontextsasopposedto unfamiliaremotionallyarousingcontexts. qCommunicativecompetencedoesnotvarysignificantlyincomfortable,familiarcontextsas opposedtounfamiliaremotionallyarousingcontexts. qStudentdemonstratesselfregulatorystrategiestomodulatearousal. Explain:______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ qStudentdemonstratesmutualregulatorystrategies. Explain:______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ How does degree of emotional arousal (positive or negative) influence communicative competence (e.g., student withdraws speech becomes disorganized student uses developmentallylesssophisticatedmeansetc.)?_____________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Whatarethemosteffectivemeansotherscanusetohelpthestudentmodulateextremestatesof arousal? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ EXPRESSIONOFEMOTIONINLANGUAGEANDPLAY qStudentusesvocabularytotalkaboutemotionalstates(selforother). qStudentusesemotionalthemesconsistentlyinplay,andtheyareanattempttounderstand stressfullifeevents

Additionalcomments: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Prizant,B.M.,andMeyer,E.C.(1993).Socioemotionalaspectsofcommunicationdisordersinyoungchildrenandtheir families.AmericanJournalofSpeechLanguagePathology,2,5671.

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EvaluationofClassroomListeningBehavior*
Student_____________Grade_____School______________Teacher____________________ Completedby_________________________________________Date_________________ TypeofAmplification_____________________________________________________________ PreFitting____________________________PostFitting___________________________ 1 SELDOM TheStudent: _______1. Respondswhennameiscalledatclosedistance(36feet) _______2. Respondswhennameiscalledatafardistance(620feet) _______3. Attendstoasingleoraldirection _______4. Attendstoaseriesoforaldirections _______5. Attendstooralinstruction _______6. Comprehendsoralinstructioninaonetoonesituation _______7. Comprehendsoralinstructioninagroupsituation _______8. Comprehendsoralinstructioninaquietenvironment _______9. Comprehendsoralinstructioninanoisyenvironment ______10. Comprehendsoralinstructionwithoutvisualcues 3 SOMETIMES 5 USUALLY

______/50 TOTALSCORE

*Source:EvaluationofClassroomListeningBehaviorbyL.VanDyke.1985,RockyMountainJournalofCommunication Disorders.

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ClassPerformance/ListeningBehaviors
Usethischecklisttodocumentclassperformance/listeningbehaviorsbeforeastudentusesanassistivelisteningdeviceforaminimumthreeweekobservationperiod.Ifitisdetermined thatatrialperiodofusingthedeviceisneeded,completethisformagainafterthestudenthasusedthedeviceforapproximatelyfourweeks.

Studentname________________________________________School__________________________Age/Grade_____________ Personcompletingchecklist/position_____________________________________ Observationdates:from___________________to_____________________ Datechecklistcompleted______________ Circletoshowthatobservationsreflectpredeviceandpostdevicebehaviors.Designateifbehaviorwasobserved(+)ornotobserved().


___Instructorhastorepeatdirections2ormoretimes. ___Instructorhastospeakdirectlytostudent. ___Studentrespondsinlargegroupaswellassmallgroupdiscussions. ___Studentconfuseswordsindirections. ___Studentfollowssimpledirections. ___Studentisfrequentlyofftask. ___Studentfollowsdirectionafterrepetition. ___Studenthasdifficultycompletingworkindependently. ___Studentdoesnotparticipateinclassactivities. ___Studentdoesnotinteractwithpeers. ___Studentexhibitsstrainedandintensebehaviorwhileattendingtospeaker. ___Studentexhibitsfrustration. ___Studentparticipatesinclassroom. ___Studentrespondsappropriatelywhenclassroomnoiseisaboveusuallevel. ___Studentvolunteersanswers/commentsinclass. ___Studentrespondstovoice. ___Studentfollowsdirectionwithoutwaitingfororrelyingontheresponses ofothers. ___Studentsustainsattentionduringoralpresentations. ___Studentmaintainsandadjustsownvoicetoloudnesslevels appropriatetothesituation. ___Studentattendstoandrespondsappropriatelywhenspeakerisata distance.

Postobservation:Doyouthinkthisdeviceisabenefittothisstudentsacademicperformance?___________Whyorwhynot?___________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________

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