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:
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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:
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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).
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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