Speech and Language Evaluation
November 2021
School
Sample Student
D.O.B.
Evaluator:
Speech and Language Pathologist
Test Dates: 10/13/2021, 10/20/21, 10/26/21
Background
Sample Student is currently in seventh grade in the Cross Categorical Program at Richard Bernotas
Middle School in Crystal Lake. Sample Student transferred into District #xx from District xx in June
of 2019. He attended the ASPIRE program for 5th grade in xx and then transitioned into the Cross
Categorical program for 6th grade and continues to be in that program for 7th grade. He has been
receiving 438 minutes per trimester of speech and language services to address delays in his
Receptive and Expressive language skills. Sample Student’s current primary eligibility is Autism. He
has been evaluated for Speech and Language abilities as part of the three-year multidisciplinary
re-evaluation process. Sample Student is of Hispanic descent and Spanish continues to be a
language spoken in the home. The language of academic instruction is English. Sample Student
receives ELL services and takes Spanish as one of his academic encores. He reports that he lives
with his Mom and Stepdad and he primarily speaks English to them. Sample Student reports that he
is learning Spanish. Occasionally his Mom will speak in Spanish to him. He visits his biological Dad
often, who also speaks Spanish along with his grandparents and little sister.
At Sample Student’s last tri-annual evaluation Jan 2019, he received the following scores: The
Clinical Evaluation of Language Fundamentals-5th Edition (CELF-5) revealed these scores (average
range=85-115): Core Language SS=77; Receptive Language Index SS=73; Expressive Language
Index SS=83; Language Content Index SS=78; Language Memory Index SS=76. Sample Student
received the following scaled scores on the individual subtests (average range=8-12, 7 is considered
borderline/marginal/at risk): Word Classes ss=7; Following Directions ss=5 ; Formulated Sentences
ss=5; Recalling Sentences ss=8; Understanding Spoken Paragraphs ss=5; Word Definitions ss=7;
Sentence Assembly ss=9; Semantic Relationships ss=4. Sample Student also had articulation errors
but his speech was intelligible to both familiar and unfamiliar listeners. His voice and fluency skills
were informally judged to be age appropriate. This evaluation was completed in English.
Current testing revealed a significant increase in speech and language skills compared to past
achievements. The following report details the results from current speech and language testing.
Testing Conditions
Due to the Covid-19 outbreak and CDC safety guidelines, schools at the time of this test physically
were in session however, mitigation rules were in place. Most testing was completed sitting 3-6 feet
apart with both of us wearing masks covering our nose and mouth. The standardized tests
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administered have not been normed under these testing conditions. Therefore, these scores may be
an underrepresentation of actual ability and should be interpreted with caution.
Articulation- Not formally assessed. No concerns regarding intelligibility or articulation have been
noted or reported to have adverse educational effects. Sample Student is reported in the classroom
to be 95% to 100% intelligible.
Vocal Quality – is within normal limits, no concerns regarding voice.
Fluency – is within normal limits, no concerns regarding fluency.
Receptive and Expressive LanguageThe Clinical Evaluation of Language Fundamentals – 5 is a diagnostic battery which assesses a
student’s receptive and expressive language abilities in multiple contexts.
[A Standard Score between 85 and 115 is considered to be within the normal range.] Sample
Student’s scores ranged from the mildly delayed range to the average range. He achieved average
scores in core language skills, receptive language, and the language content index. He scored in the
mildly delayed range on expressive language, and language memory. His strength was in the
receptive language content index consisting of the subtests word classes, following directions, and
semantic relationships. Sample Student’s most challenging area was in the expressive language
index, which included the subtests, sentence assembly, formulated sentences, and recalling
sentences. When broken down by subtest, Sample Student’s strongest areas were in following
directions, semantic relationships, & sentence assembly.
Core Language:
Standard Score 85 Percentile Rank
16%
Sample Student’s Core Language Skills were in the average range.
Receptive Language:
Standard Score 98 Percentile Rank
45%
Sample Student’s Receptive Language Skills were in the average range.
Expressive Language:
Standard Score 80 Percentile Rank
9%
Sample Student’s Expressive Language Skills were in the below-average range.
Language Content Index: Standard Score 85 Percentile Rank
16%
Sample Student’s Language content was in the average range.
Language Memory Index: Standard Score 82 Percentile Rank
12%
Sample Student’s Language Memory was in the below-average range.
8 Subtests: [Scaled Scores (ss) between 7 and 13 are in the normal range.]
Word Classes
ss
8
Following Directions
ss
10
Formulated Sentences
ss
4
Recalling Sentences
ss
7
Understanding Spoken Paragraphs ss
7
Word Definitions
ss
8
Sentence Assembly
ss
9
Semantic Relationships
ss
11
2
Pragmatics Profile
ss
6
Word Classes – Receptive- The student chooses the two words that are related based on semantic class
features such as function, place or time of occurrence. Having this skill allows the student to make connections
between words, which aids in extending word meaning, naming synonyms, development of syntactic networks,
and facilitation of word retrieval.
Sample Student’s skills were in the average range.
Scaled Score
8
Following Directions- This subset assesses the student’s ability to interpret spoken directions of increasing
length and complexity. The student is expected the follow the stated order and focus in on a wide variety of
colors, shapes, and/or location. These abilities reflect short-term and procedural memory capacities.
Sample Student’s skills were in the average range.
Scaled Score 10
Formulated Sentences - The student creates a sentence about the picture presented using target words or
phrases given by the examiner. This allows a student to formulate semantically-, syntactically-, and
pragmatically-acceptable spoken and written sentences of increasing complexity and integrate these into
narratives, discourse, and written text.
Sample Student was able to make sentences using the target word and picture presented. He was successful
and forming sentences with nouns, pronouns, and verbs. He had difficulty using adjectives, adverbs,
conjunctive adverbs, and coordinating, subordinating, and correlative conjunctions.
Sample Student’s skills were in the below-average range.
Scaled Score 4
Recalling Sentences - The student imitates sentences presented by the examiner. This subtest evaluates the
student’s ability to listen to spoken messages of increasing length and complexity, and repeat the sentence
without changing the meaning or content. The ability to recall spoken sentences is needed in order to follow
directions, write to dictation, and learn vocabulary and related subject content. Anything above 12 words was
difficult for Sample Student to repeat exactly as spoken.
Sample Student’s skills were in the average range.
Scaled Score 7
Understanding Spoken Paragraphs - The student responds to questions about a paragraph presented orally
by the examiner. The questions target the paragraph’s main idea, details, sequencing, inferential and predictive
information. Sample Student’s strength was in prediction, main idea, inference, and social context. He
demonstrated the most difficulty in remembering details in sequence. Stories that were of high interest and/or
he had background knowledge were a strength for him.
Sample Student’s skills were in the average range.
Scaled Score 7
Word Definitions – The student is given a word and is asked to define its meaning. Defining words help
students learn to expand word meanings to form concepts and be able to develop in depth understanding to
increase knowledge in literature. This subtest required Sample Student to be specific in his description of these
vocabulary terms. Sample Student knew several of the terms and did his best to give me as many details
about the word as possible.
Sample Student’s skills were in the average range.
Scaled Score 8
3
Sentence Assembly- The student is given sentence parts and is asked to manipulate the parts to make
sentences that are grammatically and semantically acceptable and meaningful. Describing events and actions,
responding to questions, and rephrasing with flexibility are emphasized in all academic subject areas.
Sample Student’s skills were in the average range.
Scaled Score 9
Semantics Relationships- The student is given a scenario and is asked to make comparisons, identify
location or direction, specify time relationships, understand serial order, and identify passive voice.
Interpretation of meaning (concept) relationships presented verbally or in text materials is required in core
curriculum areas.
Sample Student’s skills were in the average range.
Scaled Score 11
Pragmatic Language Skills
Sample Student exhibits a delay in pragmatic language. Based on my experience working with him and
observing him often in the classroom, this area has improved over time. Sample Student is a kind and social
young man who is very respectful to classmates and teachers. Sample Student continues to have some areas
needing development and support, which include understanding humor, showing a sense of humor, giving
reasons and causes for actions, using facial cues/gestures to express messages.
Scaled Score 6
Rituals and Conversational Skills
Some of Sample Student’s Strengths:
● Making and responding to greetings to/from others
● Maintain topics using typical responses (nodding, finger tap, etc)
● Observing turn-taking rules
● Participating in structured group activities when requested
● Introducing appropriate topics of conversation (limited)
● Participating in unstructured group activities on his own
● Using strategies to interrupt others
● Making relevant contributions to a topic (limited Responding to introductions and introducing others)
Areas needing further development:
● Maintaining eye contact
● Showing a sense of humor related to the topic
● Modifying language based on the communication situation
● Telling jokes related to a situation
● Joining and leaving ongoing communication interactions
Asks For, Gives, and Responds to Information
Some of Sample Student’s Strengths:
● Understands posted and implied school rules
● Agreeing and disagreeing
● Apologizing
● Responding when asked to change his behavior
● Asking others to change their actions (please stop making that noise)
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● Expressions/responding to offerings of appreciation/affection
● Understands posted and implied school rules
● Offering to help others
Areas needing further development:
● Reading the social situation correctly and responding typically
● Negotiating
● Responding to teasing, failure, and disappointment
● Asking for help or directions
● Asking for clarification if he is confused
Nonverbal Communication Skills
Some of Sample Student’s Strengths:
● Adjusts body distance according to situation
● Presents matching gestures/facial expressions with verbal messages
● Correct use of tone of voice and body posture
● Beginning and ending conversations
● Consistently responding to farewells
● Understanding tone of voice and body posture
Areas needing further development:
● Presents appropriate facial cues
● Expresses messages by using gestures or facial expressions
Vocabulary
The Peabody Picture Vocabulary Test 5th edition [form A] was given. [A Standard Score between 85
and 115 is in the average range.] This test measured Sample Student’s understanding of vocabulary
in English. Sample Student’s skills were in the average range.
S.S. 87
PR 19%
Expressive Vocabulary Test 3rd edition was given.
[A Standard Score between 85 and 115 is in the average range.] This test measured Sample
Student’s use of English vocabulary. Sample Student’s skills were in the average range.
S.S. 90
PR 25%
Behavior Observations
Sample Student is a friendly and outgoing student in the class and demonstrates good participation
with support and encouragement in all language groups. Sample Student follows directions and
attempts most tasks in the classroom and on testing. He will comment when tasks are challenging for
him and when he feels he is being successful. During this Speech and Language evaluation,
Sample Student was attentive, cooperative, and engaged.
SUMMARY
Sample Student is currently in seventh grade in the Cross Categorical Program Middle School in .
Sample Student transferred into School District #xx from school in June of 2019. He attended the
ASPIRE program for 5th grade in School and then transitioned into the Cross Categorical program for
5
6th grade and now 7th grade. He has been receiving 438 minutes per trimester of speech and
language services to address delays in his Receptive and Expressive language skills. Sample
Student’s current primary eligibility is Autism.
He is a friendly and outgoing student in class and demonstrates good participation. During this
Speech and Language evaluation, Sample Student was attentive, cooperative, and engaged. These
results are deemed reliable and an accurate description of Sample Student’s abilities but must be
interpreted with caution. When interpreting the scores, take into consideration that administration of
the test was done at a 3- 6 foot distance wearing face masks. When comparing previous test scores
from 2018 to now, significant improvements have been made.
Oral motor skills, fluency, and voice were informally evaluated and considered to be within the typical
range with no concerns reported.
Articulation skills were informally judged to be in the average range. No concerns regarding
intelligibility or articulation have been noted or reported to have adverse educational effects. Sample
Student is reported in the classroom to be 95% to 100% intelligible.
Overall, Sample Student received a Core Language Score of 85 (confidence interval = 80 to 90,
percentile rank = 16%). This places Angle in the mild-at-risk range of language functioning. His
receptive and expressive language index scores were 98 and 80 respectively. Based on the
achieved scores, Sample Student’s receptive language skills are much stronger than his and
expressive skill ability. He demonstrated relative strength in the tests: Following Directions,
Semantic Relationships, and Sentence Assembly. Sample Student’s most challenging areas were in
Pragmatic Skills and Formulated Sentences.
○ Core Language Standard Score:
85
○ Receptive Language Index Standard Score:
98
○ Expressive Language Index Standard Score 80
Sample Student exhibits a delay in pragmatic language. Based on my experience working with him
and observing him often in the classroom, this area has improved over time. Sample Student is a kind
and social young man who is very respectful to classmates and teachers. Sample Student continues
to have some areas needing development and support, which include understanding humor, showing
a sense of humor, giving reasons and causes for actions, using facial cues to express messages.
Receptive Vocabulary skills are in the average range. PPVT-4 Standard Score 87.
Expressive Vocabulary Skills are in the average range. EVT-2 Standard Score 75.
Receptive and expressive vocabulary skills are in the average range.
Areas of Strength:
● Receptive and Expressive Vocabulary knowledge and retrieval
● Understanding the relationship of words in sentences to determine meaning (Semantic
Relationships)
● Following basic 3 step directions
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●
●
●
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Comprehension of longer (paragraph) presentations of verbal information
Using pronouns and possessives and verbs in sentences
Articulation skills
Fluency and Voice
Oral Motor Skills
Areas of Need:
● Pragmatic Social skills
● Formulation of grammatically correct sentences
● Understanding figurative language
Delays in expressive and pragmatic language skills interfere with Sample Student’s ability to
demonstrate what he has learned. Communicating both orally and in written form is compromised.
This makes it challenging for him to demonstrate what he knows and for a listener to understand what
is being communicated. It also negatively affects Sample Student’s ability to communicate effectively
with peers and staff in the educational environment.
These results will be shared at the Multidisciplinary Conference and recommendations will be made
at that time.
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