Background information {ClientPreferredName} was referred to Barnet Speech and Language Therapy Service in D due to concerns regarding {his/her} E. He was recently assessed at S School by Jaya Simpson, Speech and Language Therapist (SLT) during a one to one assessment session. Bilingual rider Please note that numerical scores obtained from formal assessments are not quoted in this report, as these assessments have been standardised using scores produced by monolingual English speaking children. Scores are therefore not applicable to children from other linguistic backgrounds. Attention and listening {ClientPreferredName} presents with mild difficulties in terms of attention and listening. This may have an impact on {his/her} ability to attend to and therefore understand language both in the classroom and in social situations. {ClientPreferredName}’s attention continues to be mainly single channelled e.g. {he/she} needs to stop what {he/she} is doing to attend to the adult and is not yet easily shifting attention from a task back to an adult. Social interaction {ClientPreferredName}’s social interaction skills were assessed using observation in the classroom and during one-to-one assessment sessions and using the Children’s Communication / Checklist Clinical Evaluation of Language Fundamentals (CELF-4) Pragmatics Profile to obtain the views of {his/her} teacher. Children’s Communication Checklist (CCC-2) The Children’s Communication Checklist is a list of 70 multiple choice statements that an adult, who knows the child well, is asked to complete. It gathers information about a child’s speech, syntax, semantics, coherence, initiation, stereotyped language use, use of context, non-verbal communication, social relationships and interests. The adult rates the child from 0 – 3 depending on how often the child displays the skills described in each statement. For example: ‘Makes good use of gestures to get {his/her}/her meaning across’. The CCC-2 was completed by Z on Z. The report suggests that {ClientPreferredName} presents with a variable profile of language and communication needs ranging from mild to moderate. Areas of relative strength include: {ClientPreferredName} would benefit from support with developing the following areas: Semantics (i.e. knowledge of word meanings) Coherence (i.e. ability to link ideas in a logical way) Use of context (i.e. ability to consider all relevant factors) Speech (i.e. ability to produce the correct sounds in the correct order) Syntax (i.e. ability to use the correct grammar and sentence construction) Initiation (i.e. ability to appropriately gain attention and begin communicating) Interests (i.e. possessing a range of age appropriate interests) CELF-4 Pragmatics profile The CELF pragmatics profile is a checklist which is completed by someone who is familiar to the child in order to obtain information regarding the child’s development of verbal and non-verbal social communication skills and aspects of language use. The checklist consists of 52 statements covering areas such as: Rituals and Conversational Skills; Asking for Information; , Giving and Responding to Information; and Nonverbal Communication Skills. The person completing the checklist is asked to score each statement on a scale of 1 = never, 2 = sometimes, 3 = often and 4 = always. Receptive Language (Understanding) The term receptive language refers to the child’s ability to understand language. {ClientPreferredName}’s receptive language skills were assessed using subtests from the Clinical Evaluation of Language Fundamentals (CELF-4) Preschool Clinical Evaluation of Language Fundamentals (Preschool CELF-2) and the Assessment of Comprehension and Expression (ACE) and the Test for Reception of Grammar (TROG-2) and the Test of Abstract Language Comprehension (TALC-2). Expressive Language The term expressive language refers to the child’s ability to use language. {ClientPreferredName}’s expressive language skills were assessed using subtests from the Clinical Evaluation of Language Fundamentals (CELF-4) Preschool Clinical Evaluation of Language Fundamentals (Preschool CELF-2) and the Assessment of Comprehension and Expression (ACE) and the Renfrew Action Picture Test (RAPT). ACE Receptive ACE - Inferential Comprehension This subtest measures a child’s ability to infer information about a scenario consisting of a single complex picture and a short description. The child is shown a picture that sets the scene for the story, then to establish some basic facts the SLT reads the child a short passage. The child is then asked a series of questions relating to the scenario which require the child to use clues from the story and picture and knowledge of the real world to work something out that they have not specifically been told. {ClientPreferredName} produced a score of N in this subtest. {he/she} demonstrated that {he/she} was able to make basic inferences, for example E but {he/she} found it more difficult to E. Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName}’s ability to make inferences about information {he/she} has heard is at a level which would be expected for a typical monolingual English speaking child of the same age. In comparison to monolingual children of the same age, {ClientPreferredName} presents with Y difficulties in {his/her} ability to make inferences. This may limit {his/her} ability to understand that is given to {him/her} verbally within the classroom if it requires the use of inferencing skills. ACE - Non-literal Comprehension This subtest assesses the child’s ability to understand non-literal language. The child is given a series of commonly used English non-literal terms within a sentence and asked to select the correct meaning from a choice of four presented either visually (by pointing to one of four pictures) or orally (by choosing one of four meaning read out by the SLT). For example the child is told: ‘My uncle is a pilot. Last week on {his/her} day off {he/she} dropped in for tea’ and shown pictures including one whereby a man is visiting a family and one whereby the man is parachuting. In the subtest {ClientPreferredName} produced a scaled score of N. {he/she} was able to choose the correct meaning for E but had difficulty with those such as E. Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName}’s ability to understand non-literal language within sentences is at a level which would be expected for a typical monolingual English speaking child of the same age. In comparison to monolingual children of the same age, {ClientPreferredName} presents with Y difficulties understand non-literal language within sentences. This may have an impact on {his/her} ability to understand information when it is presented using non-literal terms. It is important that adults bear this in mind when communicating with {ClientPreferredName}. ACE - Sentence Comprehension This subtest measures the child’s understanding of specific verbal concepts of space, time and emotion in sentences of increasing length and complexity. The child is required to listen to sentences/questions and then select one out of four pictures/words to correspond with the question. {ClientPreferredName} produced a scaled score of N when tested. {he/she} demonstrated that {he/she} could E but had difficulty selecting the correct answer when an understanding of E was required. In comparison to monolingual children of the same age, {ClientPreferredName} presents with Y difficulties understanding verbal concepts within sentences. This may have an impact on {his/her} ability to understand information and instructions that are given to {him/her} verbally within the classroom, particularly if the information contains complex concepts such as E. ACE - Semantic Decisions This subtest assesses a child’s understanding of word meaning. The child is presented with a written stimulus word which is read aloud by the SLT. The child is then asked to select, from a display of four of words (distractors) read out by the tester, the word that is closest in meaning to the stimulus word. The distractors include an antonym, a word that looks or sounds similar, words from the same theme/topic and a synonym (target word/answer). {ClientPreferredName} produced a scaled score of N. {he/she} was able to demonstrate an understanding of E but could not select the word with the closest meaning to E when given a choice of E and instead chose E. The semantic decisions subtest results indicated that in comparison to other monolingual children {his/her} age, {ClientPreferredName}’s understanding of word meanings is at a level that would be expected for a child of the same age. The semantic decisions subtest indicated that {ClientPreferredName} has mild difficulties understanding word meanings in comparison to a typical monolingual English speaking child of the same age. This can be indicative of a limited receptive vocabulary or of limited knowledge about specific vocabulary. Expressive ACE - Naming The aim of this subtest is to examine the expressive vocabulary of the child and to investigate word-finding abilities. The child is presented with a series of pictures of objects and asked to name them. In this subtest, {ClientPreferredName} produced a score of N. {he/she} demonstrated that {he/she} could name pictures of objects such as E, but found it difficult to name a picture of objects that {he/she} might have seen less frequently such as E. This subtest indicated that {ClientPreferredName}’s vocabulary and word finding abilities are at a level that would be expected for a typical monolingual English speaking child of the same age. ACE - Narrative Propositions ACE – Narrative Syntax/Discourse ACE - Syntactic Formulation This subtest assesses the child’s ability to construct sentences and phrases based on a practised model. The child is presented with an example of a target sentence structure before being shown a picture and asked to form a sentence about the picture using the target sentence structure. {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} could form sentences using syntactic structures such as E (e.g. ‘E’) but found it more difficult to use E when structuring sentences (e.g. {ClientPreferredName}gave ‘E’). {ClientPreferredName} demonstrated that {he/she} was able to construct sentences and phrases in a way that would be expected for a typical monolingual English speaking child of the same age. CELF-4 Receptive CELF-4 Concepts and Following Directions This sub-test examines the child’s ability to follow directions of increasing length and complexity as well as comprehension of a range of concepts. The child is asked to point to a series of shapes in the order that has been specified in a spoken instruction. Skills assessed in this subtest are essential for achieving in all subject areas as they enable the child to follow directions and are vital prerequisites to learning rules for behaviour. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to understand more simple instructions such as E but found it more difficult to follow more complex instructions such as E. but presented with difficulties understanding the following concepts in particular: ● Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName}’s ability to listen to, understand and follow directions is at a level which would be expected for a typical monolingual English speaking child of the same age. Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName} has Y difficulties understanding and following directions that are presented to {him/her} verbally. which indicates a difficulty interpreting spoken directions and understanding concepts, particularly within sentences. In the classroom, this may make it difficult for {him/her} to understand directions given for lessons and activities, and to internalise and learn rules for behaviour. CELF-4 Familiar sequences CELF-4 Number repetition CELF-4 Phonological awareness This subtest gathers information about the child’s knowledge of the sound structure of language and ability to manipulate sound through (a) compound word and syllable blending, (b) sentence and syllable segmentation, and (c) rhyme awareness and production. CELF-4 Semantic relationships CELF-4 Understanding spoken paragraphs In this subtest, the child is asked to listen to a short paragraph read aloud and then answer questions about what they have heard. A wide range of skills are examined including the child’s ability to sustain attention and focus, understand oral narrative, answer questions about information given and think critically to arrive at logical answers. These skills are vital in the classroom as they allow the child to use information that is presented to them verbally to learn and create new knowledge. In this subtest, {ClientPreferredName} produced a score of N. {he/she} demonstrated that {he/she} was able to recall and recount some information about what {he/she} had heard but occasionally found it difficult to give specific details. {ClientPreferredName}’s ability to answer questions about a short story {he/she} has heard is at a level that would be expected for a typical monolingual English speaking child of the same age. CELF-4 Word Classes 2: Receptive The CELF-4 word classes 2 receptive subtest is designed to evaluate the child’s ability to understand logical relationships between words The child is asked to compare and contrast related words for shared meaning features, as is often required in classroom tasks, by identifying which two words are semantically related from a choice of four. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to identify which words were related when given the choice of ‘E,E,E,E’, but found ‘E,E,E,E’ too difficult. {ClientPreferredName} demonstrated that {his/her} understanding of logical relationships between words is at a level that be expected for a typical monolingual English speaking child of the same age. which indicates difficulties in terms of categorisation skills and semantic networks. In this classroom, this means that pairing words with shared or opposite meanings might be difficult for {ClientPreferredName}, and {he/she} may have difficulty rephrasing or elaborating on what {he/she} has said. CELF-4 Word Definitions This subtest evaluates the child’s knowledge of precise word meanings. After hearing a target word both on its own and in a simple sentence, the child is asked to give definitions for the word. The skills examined in this task enable the child to explain word meanings as well as edit, summarise and understand spoken and written language. When completing this subtest, {ClientPreferredName} was able to give definitions for words such as E (E) but found it difficult to define less commonly used words such as E. {ClientPreferredName}’s ability to give precise definitions for words is at a level which would be expected for a child of the same age. CELF-4 Sentence Structure This subtest evaluates the child’s ability to interpret spoken sentences of increasing length and complexity. This is an integral part of developing conversation skills and allows the child to follow directions and take part in activities such as interactive storytelling. The skills required to complete this assessment are also used in the classroom, for example listening to descriptions of events and matching pictured references to spoken stimuli. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to interpret sentences with fairly simple structures such as such as E, but found it more difficult to understand more complex sentence structures such as E. {ClientPreferredName}’s ability to interpret spoken sentences is at a level which would be expected for a typical monolingual English speaking child of the same age. which indicates a difficulty interpreting spoken sentences and/or choosing pictures that illustrate the corresponding meaning. In the classroom, this may make it difficult for {ClientPreferredName} to understand meaning when listening to stories or descriptions without visual support. Expressive CELF-4 Expressive Vocabulary This subtest evaluates the child’s ability to express meaning by labelling illustrations of people, objects and actions. In the classroom setting these skills are vital as they enable the child to remember names for nouns and verbs, give descriptions, label pictures and tell stories. In this subtest, {ClientPreferredName} produced a score of N. {he/she} was able to label pictures of items such as E and E, but was not able to give a name for items such as E {ClientPreferredName} presented with Y difficulties being able to express meaning by labelling illustrations of people, objects and actions when compared to a typical monolingual English speaking child of the same age. {ClientPreferredName}’s expressive vocabulary is at a level which would be expected for a typical monolingual English speaking child of the same age. which indicates that {he/she} has a reduced vocabulary. In the classroom this might make it difficult for {him/her} to remember names for nouns and verbs, give descriptions, label pictures and tell stories. CELF-4 Formulated Sentences This subtest evaluates the child’s ability to produce complete, semantically and grammatically correct spoken sentences of increasing length and complexity containing a given target word or phrase. These skills are used in classroom activities such as storytelling, sentence completion and written narrative and text. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to produce sentences containing words such as E (E) but found it more difficult to produce sentences using less commonly used words such as E. Results indicated that {ClientPreferredName}’s ability to produce semantically and grammatically correct sentences is at a level that would be expected for a typical monolingual English speaking child of the same age. {ClientPreferredName} presents with Y difficulties in {his/her} abilities to formulate complete, semantically and grammatically correct spoken sentences. which indicates that {he/she} has difficulty using and understanding the rules for forming simple, compound and complex sentences. In this classroom, this may make it difficult for {ClientPreferredName} to complete social and learning activities such as story telling, sentence building (written and oral) and editing {his/her} work. CELF-4 Recalling Sentences This sub-test evaluates the child’s ability to listen to and repeat spoken sentences. The skills tested in this subtest are required in order to perform basic classroom activities such as following directions and learning vocabulary. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to recall and repeat shorter sentences such as X. {he/she} found it difficult to repeat longer, more complex sentences such as E, which {he/she} remembered as E. {ClientPreferredName}’s ability to listen to and repeat spoken sentences is at a level which would be expected for a typical monolingual English speaking child of the same age. When asked to listen to and repeat sentences, {ClientPreferredName} presented with Y difficulties in comparison with a typical monolingual English speaking child of the same age. His repetitions contained both structural and meaning changes, which may indicate that {he/she} is not able to remember and therefore understand sentences. In this classroom, this may make it difficult for {ClientPreferredName} to take notes and may have an impact on {his/her} ability to learn vocabulary and related words as well as overall subject content. CELF-4 Word Classes 2: Expressive The CELF-4 word classes 2 expressive subtest is designed to evaluate the child’s ability to explain logical relationships between words. The child must demonstrate precise use and knowledge of words, as is often required in classroom tasks, by explaining why sets of two words are semantically related. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to explain that E and E were related because E but found it more difficult to explain the link between E and E. {ClientPreferredName} demonstrated that {his/her} ability to explain the logical relationships between words is at a level that be expected for a typical monolingual English speaking child of the same age. CELF-4 Word Structure This sub-test evaluates the child’s ability to apply word structure rules and use appropriate pronouns to relate to people, objects, and possessive relationships. The child is asked to complete a series of sentences or answer questions with the correct word or phrase. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to apply word structures such as E but found it more difficult to apply those such as E. {ClientPreferredName}’s ability to apply word structure rules is at a level which would be expected for a typical monolingual English speaking child of the same age. {ClientPreferredName} presented with severe difficulties applying word structure rules and using appropriate pronouns to relate to people, objects and possessive relationships when compared to a typical monolingual English speaking child of the same age. which indicates that {he/she} has difficulty understanding and/or applying morphological rules to extend word meanings. In this classroom, this may make it difficult for {ClientPreferredName} to express exact meaning in {his/her} speaking and writing, and {he/she} may make errors when choosing the correct form of a word to use. CELF-4 Sentence assembly Pre-school CELF Receptive CELF Preschool 2 – Basic Concepts This sub-test evaluates the child’s knowledge of concepts of dimension/size, direction/location/position, number/quantity, and equality. The child is given a concept within a sentence e.g. ‘point to the one who is pointing up’ in order to check understanding. The skills tested enable the child to follow directions, participate in games and locate objects. Understanding basic concepts is crucial for class work, pre-literacy activities and understanding relationships in stories. In this subtest, {ClientPreferredName} produced a score of N. {he/she} was able to understand simple concepts such as E but had more difficulty with E Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName} has Y difficulties understanding concepts of dimension/size, direction/location/position number/quantity and equity. {ClientPreferredName} demonstrated that {his/her} understanding of concepts of dimension/size, direction/location/position, number/quantity and equity is at a level that be expected for a typical monolingual English speaking child of the same age. This means that {he/she} may have difficulty following directions, participating in games and locating objects. Understanding basic concepts is crucial for class work, pre-literacy activities and understanding relationships in stories. CELF Preschool 2 - Concepts and Following Directions This sub-test examines the child’s ability to follow directions of increasing length and complexity as well as comprehension of a range of concepts. The child is asked to point to a series of pictures in the order that has been specified in a spoken instruction. Skills assessed in this subtest are essential at home and school as they enable the child to follow directions and are vital prerequisites to learning rules for behaviour. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to understand more simple instructions such as E but found it more difficult to follow more complex instructions such as E. {ClientPreferredName}’s ability to listen to, understand and follow directions is at a level which would be expected for a typical monolingual English speaking child of the same age. Results indicated that in comparison to monolingual children of the same age, {ClientPreferredName} has Y difficulties understanding and following directions that are presented to {him/her} verbally. This means that {he/she} is likely to have difficulty understanding spoken instructions and therefore learning rules for behaviour. CELF Preschool-2 - Sentence Structure This subtest evaluates the child’s ability to interpret spoken sentences of increasing length and complexity. This is an integral part of developing conversation skills and allows the child to follow directions and take part in activities such as interactive storytelling. The skills required to complete this assessment are also used in the classroom, for example listening to descriptions of events and matching pictured references to spoken stimuli. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to interpret sentences with fairly simple structures such as such as E, but found it more difficult to understand more complex sentence structures such as E. {ClientPreferredName}’s ability to interpret spoken sentences is at a level which would be expected for a typical monolingual English speaking child of the same age. CELF Preschool-2 - Word Classes 2: Receptive The CELF-4 word classes 2 receptive subtest is designed to evaluate the child’s ability to understand logical relationships between words The child is asked to compare and contrast related words for shared meaning features by identifying which two words are semantically related from a choice of four. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to identify which words were related when given the choice of ‘E,E,E,E’, but found ‘E,E,E,E’ too difficult. {ClientPreferredName} demonstrated that {his/her} understanding of logical relationships between words is at a level that be expected for a typical monolingual English speaking child of the same age. Expressive CELF Preschool 2 - Expressive Vocabulary This subtest evaluates the child’s ability to express meaning by labelling illustrations of people, objects and actions. The skills assessed enable the child to communicate in conversation, games and play. In the classroom setting these skills are also vital, allowing the child to give descriptions, label pictures and tell stories. In this subtest, {ClientPreferredName} produced a score of N. {he/she} was able to label pictures of items such as E and E, but was not able to give a name for items such as E. {ClientPreferredName} presented with Y difficulties being able to express meaning by labelling illustrations of people, objects and actions when compared to a typical monolingual English speaking child of the same age. {ClientPreferredName}’s expressive vocabulary is at a level which would be expected for a typical monolingual English speaking child of the same age. CELF Preschool 2 - Recalling Sentences This sub-test evaluates the child’s ability to listen to and repeat spoken sentences. The skills tested in this subtest are required in order to perform basic home and classroom activities such as following directions, playing imitation/role-play games and learning vocabulary. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to recall and repeat shorter sentences such as E. However {he/she} found it difficult to repeat longer, more complex sentences such as E; {he/she} remembered this as E. {ClientPreferredName}’s ability to listen to and repeat spoken sentences is at a level which would be expected for a typical monolingual English speaking child of the same age. When asked to listen to and repeat sentences, {ClientPreferredName} presented with Y difficulties in comparison with a typical monolingual English speaking child of the same age. {ClientPreferredName}’s standard score for Recalling Sentences was below the range expected for {his/her} age. {his/her} repetitions contained both structural and meaning changes, which might indicate that {he/she} is not able to remember and therefore understand sentences. In this classroom, this may may have an impact on {his/her} ability to learn vocabulary and related words as well as overall subject content. CELF Preschool 2 - Word Classes 2: Expressive The CELF-4 word classes 2 expressive subtest is designed to evaluate the child’s ability to explain logical relationships between words. The child is asked to demonstrate precise use and knowledge of words by explaining why sets of two words are semantically related. This requires them to use demonstrate precise use and knowledge of words as is often required in classroom tasks. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to explain that E and E were related because E but found it more difficult to explain the link between E and E. {ClientPreferredName} demonstrated that {his/her} ability to explain the logical relationships between words is at a level that be expected for a typical monolingual English speaking child of the same age. CELF Preschool-2 - Word Structure This sub-test evaluates the child’s ability to apply word structure rules and use appropriate pronouns to relate to people, objects, and possessive relationships. The child is asked to complete a series of sentences or answer questions with the correct word or phrase. In this subtest, {ClientPreferredName} produced a scaled score of N. {he/she} demonstrated that {he/she} was able to E but found it more difficult to E. {ClientPreferredName} presents with severe difficulties applying word structure rules and using appropriate pronouns to relate to people, objects and possessive relationships when compared to a typical monolingual English speaking child of the same age. Other Descriptive Pragmatics Profile {ClientPreferredName}’s teacher was asked to fill in the CELF Preschool Descriptive Pragmatics Profile, which asks the teacher to rate a list of statements using the descriptors never, sometimes, often, always or not appropriate. Statements correspond with three key areas of social communication skills: nonverbal communication skills, conversational routines and skills and asking for, giving, and responding to information. The total score produced was below the criterion score (a minimum score to indicate competence) suggesting that in context {ClientPreferredName}’s communication skills are lower than would be expected for a child of {his/her} age. The profile indicated that {ClientPreferredName} finds X skills particularly difficult. {his/her} X skills were indicated as a relative strength. TROG Test for Reception of Grammar (TROG-2) The Test for Reception of Grammar (TROG-2) is a receptive language test which assesses understanding of English grammatical contrasts marked by inflections, function and word order. It is designed to indicate how a person’s grammatical comprehension compares with that of other people of the same age and also to pinpoint specific areas of difficulty. During this assessment, the child is read a series of sentences and asked to point to the picture to which each sentence refers from a choice of four. {ClientPreferredName} demonstrated that {he/she} had a good understanding of contrasts such as E (e.g. ‘E’ – {ClientPreferredName} could choose the picture with E). {he/she} still had some difficulty with more complex contrasts such as E (e.g. when asked to point to ‘E’ {he/she} selected a picture whereby E). Results indicated that {ClientPreferredName}’s understanding of grammatical contrasts is at a level which would be expected for a typical monolingual English speaking child of the same age. (bilingual) The TROG was designed to assess a child’s understanding of English grammatical contrasts and will indicate how a child’s grammatical understanding of English compares to others their age. It should therefore be noted that the information provided by a TROG is limited when translated into another language, however it has been used here in an informal manner to obtain a simple measure of {ClientPreferredName}’s receptive Z language skills. During this assessment, the child is read a series of sentences and asked to point to the picture to which each sentence refers, from a choice of four. TALC Test of Abstract Language Comprehension (TALC-2) The Test of Abstract Language Comprehension is a language assessment designed to determine the abstract verbal reasoning skills of children with speech, language and communication needs. During the assessment the child is required to look at a series of pictures and answer a variety of different questions and directions with varying levels of content and vocabulary. This ranges from simple instructions such as ‘point to x’ or ‘name y’ through to more complex demands for example stating how others might feel, problem solving and making predictions or inferences. RAPT Renfrew Action Picture Test (RAPT) The RAPT is an expressive language an assessment whereby the child is shown twelve separate pictures and asked a question about each. For example when shown a picture of a cat holding the tails of two mice, the child is asked ‘what has the cat just done?’. These questions are used to elicit expressive language samples which are then analysed for grammatical and information content. Speech {ClientPreferredName} is presenting with some difficulties with {his/her} speech sound production. {his/her} speech sounds contain some phonological processing that makes it difficult for {him/her} to be understood out of context, or by an unfamiliar listening. The phonological processes evident in {ClientPreferredName}’s speech are: ● ● ● ● Cluster Reduction: {ClientPreferredName} is having difficulties in accurately producing clusters of sounds within {his/her} speech, such as marking /s/ clusters accurately (swimming -> siming) or /l/ clusters (flower -> favah). Gliding- {ClientPreferredName} is producing {his/her} ‘r’ sound as a ‘w’ sound. For example, ‘crash’ was “cwas” or ‘dress’ was “dwess”. Difficulties with /sh/- {ClientPreferredName} is producing a /sh/ sound with a /s/ sound. For example, ‘fish -> fis’ and ‘crash -> cras’. Immature use of /th/- {ClientPreferredName} is tending to produce a /th/ sound as a /f/ sound for example, /thumb/ was produced as “fum”. Summary ● {ClientPreferredName} has attention and listening skills that are within normal limits. ● {ClientPreferredName} has social interaction skills that are within normal limits. ● {ClientPreferredName}’s receptive language ranges from moderately delayed to within normal limits. ● {ClientPreferredName}’s expressive language ranges from moderately delayed to within normal limits. Recommendations ● ● {ClientPreferredName} will receive targets from the speech and language therapist, and will continue to receive help outside of class to work towards these targets. Teachers and co-teachers working with {ClientPreferredName} should read the classroom recommendations above and implement the recommended strategies. Provision Discharge Following discussion with parent, {ClientPreferredName} will now be discharged from the mainstream schools service. If there are further concerns regarding communication skills in the future, {ClientPreferredName} may be re-referred following discussion with the school SENCo and the relevant speech and language therapist. Toolkit discharge Following discussion with parent, {ClientPreferredName} will be discharged from the mainstream schools service. Targets have been attached that correspond to the Speech and Language Toolkit; this will enable school to continue to support {ClientPreferredName} in developing {his/her} language and communication skills in school. {ClientPreferredName} may be re-referred to the mainstream school service after one year if {he/she} has not progressed as expected. Evidence will be required to show that the above recommendations have been followed. Discharge – after therapy {ClientPreferredName} has made good progress with {his/her} communication skills and will now be discharged from the Barnet Speech and Language Therapy Service. If there are concerns about {ClientPreferredName}’s communication in future, {he/she} can be re-referred to the service following discussion with the school SENCO and the speech and language therapist. A few sessions to monitor (WITH A THERAPIST) {ClientPreferredName} would benefit from 2-4 additional sessions with a speech and language therapist during the spring term 2016 to further investigate {his/her} expressive language skills, social skills and fluency. After this, the school speech and language therapist should decide whether {ClientPreferredName} requires further direct input or advice to parents and/or school. If not, {he/she} will be discharged from Barnet Speech and Language Therapy Service. This block of sessions may include one or more of the following: o Direct individual sessions to model and train {ClientPreferredName}’s TA to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. Yearly block then reviews {ClientPreferredName} would benefit from speech and language therapy input in the form of: ● 2-3 Speech and Language Therapy sessions annually in school. This annual block will ideally take place in the Autumn Term when {ClientPreferredName} has a change of staff at the start of a new academic year. This block of sessions may include one or more of the following: o Direct individual sessions to model and train {ClientPreferredName}’s TA to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. ● Written advice/ a programme which will be given to key school staff ● Close liaison will be maintained with the parents in order for generalisation of skills to occur in the home environment ● Further blocks of direct or indirect therapy may be offered if deemed clinically appropriate by the speech and language therapist ● In addition to the annual block, {ClientPreferredName} requires a termly review of {his/her} progress. These termly reviews may include one or more of the following: o Formal assessment o Review of targets o Informal assessment o Classroom observation o Consultation with TA / Class teacher / SENCO / Parents Initial block then reviews {ClientPreferredName} would benefit from speech and language therapy input in the form of: ● An initial block of 4-6 Speech and Language Therapy sessions. This block of sessions may include one or more of the following. o Direct individual sessions to model and train {ClientPreferredName}’s TA to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. ● Following the initial block, {ClientPreferredName} requires a termly review of {his/her} progress. These termly reviews may include one or more of the following: o Formal assessment o Review of targets o Informal assessment o Classroom observation o Consultation with TA / Class teacher / SENCO / Parents ● Written advice/ a programme which will be given to key school staff ● Further blocks of direct or indirect therapy may be offered if deemed clinically appropriate by the speech and language therapist Initial block {ClientPreferredName} requires speech and language therapy input in the form of: ● An initial block of 4-6 Speech and Language Therapy sessions per term in school. This block of sessions may include one or more of the following: o Direct individual sessions to model and train {ClientPreferredName}’s teaching assistant to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. ● Written advice/ a programme which will be given to key school staff. ● Further blocks of direct or indirect therapy may be offered if deemed clinically appropriate by the speech and language therapist. Blocks {ClientPreferredName} requires speech and language therapy input in the form of: ● 4-6 Speech and Language Therapy sessions per term in school. These blocks of sessions may include one or more of the following: o Direct individual sessions to model and train {ClientPreferredName}’s teaching assistant to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. ● Written advice/ a programme which will be given to key school staff. Block – non-statement {ClientPreferredName} requires speech and language therapy input in the form of: ● 4-6 Speech and Language Therapy sessions with a speech and language therapist in school. These sessions may include one or more of the following: o Direct individual sessions to model and train a teaching assistant to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that all direct sessions should be attended by a teaching assistant. ● Written advice/ a programme which will be given to key school staff. ● Further blocks of direct or indirect therapy may be offered if deemed clinically appropriate by the speech and language therapist. Termly reviews ● {ClientPreferredName} would benefit from speech and language therapy input in the form of termly reviews of {his/her} speech, language and communication targets in school. This may include one or more of the following: o Direct individual session to model and train {ClientPreferredName}’s TA to deliver the SLT programme in school o Session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. ● Additional one-to-one or group therapy to be offered as required to focus on specific skill development, where this cannot be incorporated by teaching staff into classroom activities. ● Please note that all direct sessions should be attended by a teaching assistant. One review {ClientPreferredName} would benefit from one further review of {his/her} speech, language and communication targets in school. This may include the following: o A direct individual sessions to model and train {ClientPreferredName}’s TA to deliver an SLT programme in school o A session in the classroom, modelling for TA or class teacher the implementation of targets in the classroom o Setting up a language group in school o Training for key school staff o Classroom observation o Attendance at relevant meetings as appropriate o Advice to class teacher, TA, SENCO and/or parents. Please note that any direct sessions should be attended by a teaching assistant. Following this and a discussion with school and parents, a decision will be made by the speech and language therapist regarding further reviews of targets or discharge from the Barnet speech and language therapy service Social communication group {ClientPreferredName} would benefit from taking part in school-led social communication skills group activities. These could be integrated into class activities or carried out in a smaller group format. Activities from social communication skills programmes designed for children of {ClientPreferredName}’s age can be used, for example ‘Talkabout’ by Alex Kelly. Input should focus on skills such as asking for help, non-verbal communication and negotiating with peers. Advice One language, one context ● It is recommended that when speaking to {ClientPreferredName}, adults use one language per context. Families should choose contexts that work best for them, and some examples are as follows: o Farsi with Mum and Grandma, English with Dad and Grandad or o Farsi inside the house, English outside the house or o Farsi at the weekends, English during the week Please note that these are just examples, and would serve to help Sahand to understand the difference between the two languages Attention and listening In order to support {ClientPreferredName}’s attention and listening at school: ● ● ● ● ● ● Sit {ClientPreferredName} where there are few distractions e.g. away from windows, corridors, computer screens, etc. Regain {ClientPreferredName}’s attention by casually mentioning {his/her} name during whole class activities/discussions Give {him/her} something to hold for you during group tasks, for example word cards. Ask ‘How will you know when you have finished?’ (describe the expected result) Prompt {him/her} to ‘stop and think’ when completing independent tasks. Prompt {him/her} to repeat important information {he/she} has heard out loud. ● ● Highlight the most important parts of what {he/she} has been told and repeat this information. Encourage {him/her} to use visuals independently e.g. counting things {he/she} has to do on {his/her} fingers. Attention and listening strategies (from elsewhere – not formatted). ● ● ● ● ● ● Regain {ClientPreferredName} attention by casually mentioning {his/her} name during whole class activities/discussions. Use visual support e.g. flash cards, pictures or objects while you are talking, as children find it easier to concentrate on visual things. Keep instructions as short as possible. Break them into small steps. Give {him/her} something to hold for you during group tasks, for example word cards. Ask {him/her} to repeat what {he/she} thinks {he/she} has heard as soon as possible after the instruction. Questions to ask could be: o ‘What have you got to do?’ (describe the task) o ‘What have you got to do first/next...’ etc. (describe the sequence) o ‘How will you know when you have finished?’ (describe the expected result) Sit {him/her} where there are few distractions e.g. away from windows, corridors, computer screens, etc. ● Sit {ClientPreferredName} near the front and make frequent eye contact ● Before making an announcement to the whole class, gain the children’s attention by tapping a board/clapping/ ringing a small bell/using a shaker. Use a key phrase e.g. “are you ready to listen?” Make sure that the class know that this is their signal to stop, look at the teacher, and get ready to listen ● Use {ClientPreferredName}’s name to get their attention before you talk to them ● Regain {ClientPreferredName}’s attention by casually mentioning {his/her} name during whole class activities/discussions ● Sit {ClientPreferredName} where there are few distractions e.g. away from windows, corridors, computer screens, etc. ● Use visual support e.g. flash cards, pictures or objects while you are talking as children find it easier to concentrate on visual things ● Keep instructions as short as possible. Break them into small steps ● Tell child what {he/she}/she is to listen out for ● Have a ‘special’ place for {ClientPreferredName} to sit during carpet time, maybe theirown carpet ‘square’ or cushion ● Give {ClientPreferredName} something to hold for you during group tasks, for example word cards. ● Give a synopsis/overview of what is to come, ‘this is about a girl who...’ ● Use visuals to support {ClientPreferredName}’s understanding of what is expected of them (e.g. good listening, good sitting, hands still, good looking) and put them where children can see them. Praise children who are following these rules e.g. “Jack’s doing good sitting” ● Ask {ClientPreferredName}to repeat what {he/she} thinks {he/she} has heard as soon as possible after the instruction. Questions to ask could be: o ‘What have you got to do?’ (describe the task) o What have you got to do first/next...’ etc. (describe the sequence) o ‘How will you know when you have finished?’ (describe the expected result) Social Communication In order to support {ClientPreferredName}’s social communication at school: ✓ Reward and praise any spontaneous communication or appropriate behaviours that {ClientPreferredName} shows you e.g. “Good sharing”. By rewarding {him/her}, you are increasing the likelihood of it happening again ✓ Model appropriate social communication skills e.g. turn taking, initiating play, asking for more information ✓ Use role play to develop specific communication skills e.g. initiating, turn taking, sharing, asking questions etc. Role play can be a great way for showing {ClientPreferredName} appropriate frameworks for social interaction and exploring how things can go wrong/what to avoid ✓ Make opportunities for {ClientPreferredName} to communicate. For example, talking partners, paired or group work. An adult should support {ClientPreferredName} to engage with {his/her} peers. ✓ Provide structured exposure to a range of different play opportunities. This could be achieved through being assigned specific roles such as being a ‘helper’ in Foundation Stage or being assigned a ‘buddy’ at play time Receptive language Overall, {ClientPreferredName} presented with receptive language difficulties that ranged from Y to Y. This means that {ClientPreferredName} may have difficulty understanding instructions in the classroom and also understanding questions asked in social situations. In order to support {ClientPreferredName}’s understanding of language: ✓ Regularly check {ClientPreferredName}’s understanding. ✓ Help {ClientPreferredName} to focus on the important parts of what {he/she} is told using phrases like ‘everyone listen to this’ and ‘it is important you remember X from what I am telling you’ ✓ Repeat key information. ✓ Allow extra thinking time. ✓ Simplify your language. ✓ Provide cues e.g. gestures, pictures, visual timetables to understand the sequence of events. ✓ Help {ClientPreferredName} to make links by linking new information to information {he/she} already knows Expressive language {ClientPreferredName} presents with severe difficulties in terms of expressive language skills. This means that {he/she} may have difficulty expressing {his/her} ideas in a way that others can understand. In order to support {ClientPreferredName}’s expressive language skills: ✓ Listen and show your interest in what {ClientPreferredName} has to say by maintaining eye contact and using {his/her} name. ✓ Be patient and let {him/her} know you will wait. ✓ Give a choice response or use closed questions to give more opportunities to participate in a class discussion. ✓ Give positive feedback for effort. ✓ Build on what {he/she} has already said and follow {his/her} lead. ✓ Increase opportunities for real dialogue and conversation - take short turns. ✓ Sometimes you may have to say (gently) that you cannot understand and perhaps there is another way to explain it. ✓ Offer help and support when {he/she} asks for it. ✓ Make sure {he/she} is not rushed or feeling rushed. ✓ Do not correct, instead provide the right model of spoken language e.g. If {ClientPreferredName} says “I cutted the paper”, you can say, “yes, you cut the paper”. ✓ Respond to what {he/she} is trying to say rather than how {he/she} is saying it. ✓ Prompt with cues such as ‘first’, ‘then’, ‘last’. Speech ✓ Encourage {ClientPreferredName} to listen to the difference between sounds in the environment and in speech sounds. ✓ Model the correct word without the pressure of {ClientPreferredName} saying it back, give {him/her} enough time and you will find {he/she} will repeat the word naturally. ✓ Repeat target words and use them frequently in conversation e.g. “Look at the yellow fish, the fish is swimming, oh there is another fish” ✓ Encourage {ClientPreferredName} to show you what {he/she} wants in other ways when you cannot understand them e.g. pointing, gesturing, drawing ✓ If you are really struggling to understand, admit you do not know and blame yourself e.g. “my ears are not working”. ✓ Ask questions that give choices when you are not sure what {ClientPreferredName} is saying e.g. “do you want car or doll?”. ✓ Give lots of praise and positive feedback when {ClientPreferredName} says a sound correctly. ✓ Talk clearly and slowly, wait and allow {ClientPreferredName} time to speak ✓ Use good eye contact when {ClientPreferredName} is speaking so {he/she} knows you are listening Toolkit targets Aspect targeted Target . Strategies Recording Method Outcome TA to fill out chart provided Date reviewed? Achieved? Yes/No TA to fill out chart provided If no, why not Date reviewed? Achieved? Yes/No TA to fill out chart provided If no, why not Date reviewed? Achieved? Yes/No If no, why not Dates TARGETS