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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
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:
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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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
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.
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.
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
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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 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
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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TeachersSignature:__________________________________ Date:________________
AdaptedfromStandardsforthedeliveryofspeechlanguageservicesinMichiganpublicschools,MichiganSpeech LanguageHearingAssociation(1985).
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LanguageImpairmentResourcePacket
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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LanguageImpairmentResourcePacket
Speech,Language,andMotorDevelopmentChecklist
AnOutlineofDevelopmentalSequence
Name__________________________________ Evaluator_______________________________
BirthDate_____________CA________ Date_________________
(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
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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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LanguageImpairmentResourcePacket
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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
12to17 months
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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
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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
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
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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)
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
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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
Createsandrepeatspatternsin3 dimentionalstructures(repeated useofpatterninfencewith differentpatternforgateinfort) Producesfigureresemblingtarget (drawsbodyandmanybodyparts drawshousethatresemblesa facewindowsplacedlikeeyes anddoorlikemouthfloatingin space
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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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)
Cooperative/groupplay
Childplayswithotherchildreninagrouprolesmayormaynot beassigned(3.5yearsold). Childiscooperativewhenthereisorganizationforthepurpose ofworkingtogethertowardacommongoal(4to5yearsold).
GameswithRules:
Recognitionandacceptanceofandconformitywith preestablishedrulestag,Mother,MayI?,marbles,checkers, kickball,boardgames 5yearolds
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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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LanguageImpairmentResourcePacket
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
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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)
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
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1 TypetokenRatiofortheAnalysisofSemanticSkills
Name:_________________________________Age:_________Date:_____________ Examiner:______________________________________________________________
Instructions: Undertheappropriatewordtypecolumn,recordfirsttimeutterancesofeveryword. Repeatedproductionsofthesamewordaremarkedwithatallynexttotheoriginalentry.Count totalproductionsofeverydifferentwordandtotalproductionsofeverydifferentwordtypeand enterinthesummarysection.
Nouns
Verbs
Adjectives
Adverbs
Prepositions
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.
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FunctionalCommunicationChecklist
Page1of3
NAME________________________________________
EVALUATOR_______________________________
SCHOOL_________________________________________ DOB _______________ CA _________________ RATINGSCALE Date Never1Rarely2Sometimes3Usually4Consistently5 1. Pleaseratethemethodsofcommunicationusedbythestudent: Date Date
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)
Page2of3
NAME________________________________
RATINGSCALE Date Never1Rarely2Sometimes3Usually4Consistently5 3. Pleaseratecommunicationfunctions(CONTINUED): Date Date
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
5. ReceptiveLanguage:Ratereceptivelanguageskills Alerttoenvironmentalnoises
Localizestosoundsource/speakersvoice Respondstoname
Anticipatesfamiliarroutines
Demonstratescomprehensionofdirectionalconcepts Demonstratescomprehensionofbasicwhquestions
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LanguageImpairmentResourcePacket
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.
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LanguageImpairmentResourcePacket
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
About4years
Focused chains
About5years
About6years Around78years
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
Complex narratives
Around13years
Analysisand generalization
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LanguageImpairmentResourcePacket
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
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
Modeof Organization
TASKS
Preoperations 2years
2to3years 3to4years 4to4years 5years 6to7years
Concrete
7to11years 11to12years
Summarization Complexstories
Formal
13to15years 16yearstoadult
Analysis Generalization
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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=__________%
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PragmaticLanguageChecklist
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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___________________________________________
Verbal
Other
_________ _________ _________ _________ _________
5. ObjectRequests__________________________________________________ _________
Source:ColoradoGuidelinesforSpeech/LanguageImpairments
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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________________________________________ _________
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RelatingLanguageBehaviorstoCommunicationGoals
Prizant,B.(1999).EnhancingCommunicativeandsocioemotionalcompetenceinyoungchildrenwithAutismSpectrumDisorders. Evanston,IL.Conferencehandout
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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.
Difficultiescomprehendingcommunicativepartners languageandnonverbalsign.
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Usereadingandwritingskillsforintrapersonalandinterpersonal communicativefunctions.
Languageuseinmorecomplexandlessfamiliarsocial situationsmaybeespeciallychallenging.
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FunctionalCategoriesofImmediateEcholalia
PrizantandDuchan,1981
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Category
Interactive Turntaking Declarative
Description
Utterancesusedtorequestobjectsorothersactionsusually involvesmitigatedecholalia
Rehearsal
SelfRegulatory
Utterancesthatservetoregulateonesownactionsproducedin synchronywithmotoractivity
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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.
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.
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