SPEECH LANGUAGE EVALUATION
CLIENT: XX
DATE OF BIRTH:
I.
DATE OF REPORT:
AGE:
DATE OF EVALUATION:
BACKGROUND
XX is a xx -months-old girl, a first-year graduate student referred by her college professor for a
speech language evaluation on the basis of determining XX’s receptive vocabulary skills as
compared to her peers as a professional requirement for her future career. XX has not previously
received speech and language services, however has a younger sister with diagnoses of central
processing disorder, apraxia, dysarthria, and dyslexia in her family medical history. XX’s
milestones were achieved at a normal rate and XX claims to have no current or past medical
concerns. XX presents with no reported or apparent deficits in speech, language, or social
functioning, and her hearing and visual acuity has been evaluated in the past as normal. XX is an
independent and bright young female who resides with one female roommate in xx and attends
class at the XX full time. XX reports that she enjoys reading a variety of genres and last finished
a book this past summer. Academically, XX feels confident in her reading abilities, but
considers her spelling to be “poor”. XX has never received an IEP or other educational services,
and reports that in fact at times her writing is “too wordy”. XX has been evaluated using the
Peabody Picture Vocabulary Test, 4th Edition so that her receptive vocabulary skills may be
compared using a norm referenced scale.
II.
BEHAVIORAL OBSERVATIONS
Throughout the evaluation period, XX presented as relaxed and remained calm and seated
throughout the duration of the test. XX seemed to be in good spirits as evidenced by her
frequent smiles. XX responded to all test questions promptly and in a composed manner.
Todays observations are felt to be a reliable representation of XX’s typical demeanor and speech
and language skills tested.
III. PROCEDURES EMPLOYED
1. Peabody Picture Vocabulary Test,4th Edition (PPVT-4)
XX; Evaluation Report; mm/dd/yyyy
IV.
page 2 of 3
RESULTS
1. Peabody Picture Vocabulary Test,4th Edition (PPVT-4)
Raw Score: 216
Standard Score: 120
Confidence Interval: 95% 111-127
Percentile: 91
Normal Curve Equivalent (NCE): 78
Stanine: 8
Growth Scale Value (GSV): 231
Age Equivalent: >24;11
The Peabody Picture Vocabulary Test, Form B, was administered to test
receptive vocabulary skills. This is a norm referenced test, which can be used to compare
to three different categories of norms: age, grade - fall, and grade - spring. The PPVT-4
on this test date was administered to XX using age norms. The 228 item PPVT-4 is also
available in parallel form, increasing the validity of the test itself as it can be cross
referenced. The age range of the test is 2;6 - 90+ years. This test measures a wide range
of receptive vocabulary components across 19 item sets including attributes, nouns,
verbs, and as a whole represents 20 different areas of content.
XX's performance compared to her peers measured moderately high, as she tested
to be in the 91st percentile, with an age equivalent of >24:11 months, the cap age for age
equivalencies in test Form B. The percentile score is used to compare a percentage of
scores within a specific group, signifying that XX performed better than 91% of her
peers. With a standard score of 120 (M = 100, SD = 15), XX’s standard score
demonstrates her skills to be between one and two standard deviations above the mean
for her age range. Her normal curve equivalent is 78, a measure which is compared on a
100 point scale similar to percentile, measuring XX against a normal curve. The test
results also showed a stanine of 8 which scales the test on a 9 point scale (M = 5, SD =
2), XX presents with a Growth Scale Value of 231. The growth scale value represents a
measurement XX’s own score change over time, which is indicative of absolute
performance.
V.
DIAGNOSTIC SUMMARY AND IMPRESSIONS
Given the norm-referenced results of XX’s PPVT-4, she presents with no deficits
in receptive vocabulary and is over one standard deviation above the mean for her age
range, placing XX in the 91st percentile as compared to her peers. Overall, XX
presents to be a bright student with a promising future in her university studies. During
this evaluation, she demonstrated above average vocabulary skills as the test
corroborates, with scores placing her in the moderately high score description relative
to her peers. XX demonstrated positive social interactions and maintained appropriate
eye contact throughout the evaluation with no speech, language, or other concerns.
XX; Evaluation Report; mm/dd/yyyy
VI.
page 3 of 3
RECOMMENDATIONS
While speech therapy is not recommended for XX given the above average results
of her PPVT-4 in the area of receptive vocabulary and lack of any other apparent
speech-language deficits, XX might benefit from several recommendations which will
help her to maintain and/or further her success in her studies at the university. The
prognosis for XX to increase her already strong vocabulary knowledge is excellent.
● Magoosh Vocabulary App. It is recommended that XX install the Magoosh
Vocabulary App on her web browser, as she may benefit from and enjoy
enhancing her already above average vocabulary with Magoosh’s app that pulls
up a new and different vocabulary word each time a new tab is opened. This app
is recommended because words are gathered from popular GRE words, which
continues to prepare XX using materials that are purposed for standardized tests
on a norm referenced scale as similar to the PPVT-4.
● Create a personal dictionary. While studying, it is recommended that XX
highlight and write down any new vocabulary words into her personal dictionary.
XX can also write a sentence for context and the meaning of the word. Not only
will this activity increase receptive vocabulary and the power of XX's rhetoric
within her field of study, but it will enhance her spelling abilities as she copies the
words into her dictionary (which she reported in her questionnaire as being poor).
● Creative writing strategies. While XX is confident in her writing abilities and her
test scores demonstrated proficient mastery of average age related receptive
vocabulary words, creative writing prompts can help XX to enhance and exercise
her spelling skills at the spontaneous phrase level while also organizing her
thoughts to decrease wordiness, which was presented as a concern in client
questionnaire. Using story cards that present a writing prompt, XX can finish
writing the short story give on the card (ex. The princess never thought anyone
would come to her rescue, when suddenly..) and as she encounters words of
which she is unsure of their spelling she can look them up in the dictionary and
keep a list of words as she comes across. XX can then use this list to practice her
spelling words and later make a point of it to incorporate them into new story
prompts.
Thank you for referring XX Park to Conley Speech Language and Hearing Center. If you have
any questions concerning this report, please do not hesitate to call the center at (207) 581-2006
XX, B.S.
Graduate Student Clinician