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SPEECH-LANGUAGE EVALUATION REPORT
Student:
Parent(s):
Date of Birth:
Address:
Evaluation Date:
Click here to
enter a date.
Phone:
Referral Source: Choose an item.
Primary Concern(s): Choose an item.
BACKGROUND INFORMATION:
XX resides with XXX
XX was born Choose an item. via Choose an item. delivery with a birth weight of XX
Family history
Developmental milestones were reported as the following: first words at XX
Medical history is reportedly significant for:
Parent concerns
BEHAVIORAL OBSERVATIONS:
DIAGNOSTIC INFORMATION:
Preschool Language Scale-5 (PLS-5)
The PLS-5 is a comprehensive developmental language assessment that evaluates Auditory
Comprehension (what language the child understands) and Expressive Communication (what the
child is able to express) for children ages 0-7;11.
Standard
Score
Percentile
Rank
Subtest
Auditory Comprehension
Expressive Communication
Total Language Score
Standard Scores range from 85—115 with a mean of 100
Clinical Evaluation of Language Fundamentals-Preschool (CELF-P2)
Receptive Subtests
Sentence Structure
Concepts & Following Directions
Basic Concepts
Scaled
Score
Percentile
Rank
Average scaled scores range from 7—13 with a mean of 10
Expressive Subtests
Word Structure
Expressive Vocabulary
Recalling Sentences
Scaled
Score
Percentile
Rank
Average scaled scores range from 7—13 with a mean of 10
Language Standard Scores
Core Language
Receptive Language
Expressive Language
Language Content
Language Structure
Scaled
Score
Percentile
Rank
Average standard scores range from 85-115 with a mean of 100
Expressive One-Word Picture Vocabulary Test
The EOWPVT assesses the child’s speaking vocabulary of objects, actions and concepts through
picture naming. The child is presented with a picture and asked to name the object and/or express
its function/action or category.
Standard
Score
Percentile
Rank
Goldman-Fristoe Test of Articulation-2 (GFTA-2)
The GFTA-2 provides information about a child’s articulation ability by sampling both spontaneous
and imitative sound production. The child responds to picture and verbal cues with single-word
answers that demonstrate common speech sounds. Additional sections provide further measures
of speech production.
Standard
Percentile
Score
Rank
CLINICAL OBSERVATONS:
Answering WH- Questions
During this evaluation, an informal WH- question activity was also completed to assess XX’s ability
to respond appropriately to a variety of question types. He/She was asked variety of questions
without visual support. Accuracy in answering these types of questions is listed below:
Question
Type
What
Where
Who
When
Why
How
Correct
Responses
Language Sample
During informal interactions with this examiner, XX also demonstrated the following communication
skills:
Pragmatic Language
☐ appropriate eye contact
☐ joint attention
☐ play-based turn-taking (e.g. rolling ball back and forth with another person)
☐ requests attention (e.g. taps arm or says “Mom!” to request attention)
Verbal Language
Spontaneous utterances observed during this assessment include:
INTERPRETATION OF TEST RESULTS:
Receptive Language
Results from testing suggested Choose an item. receptive language skills at this time with respect
to chronological age.
The following skills were noted on structured assessment tasks (and/or through observation):
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
Difficulty was noted for the following receptive language tasks:
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
Expressive Language
Results from testing suggested Choose an item. expressive language skills at this time with respect
to chronological age.
The following skills were noted on structured assessment tasks (and/or through observation):
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
 Choose an item.
Difficulty was noted for the following expressive language tasks:
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Choose an item.
Choose an item.
Choose an item.
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Choose an item.
Articulation & Phonological Development
Overall, articulation and phonological skills were clinically determined to be Choose an item. at this
time with respect to chronological age. Intelligibility of connected speech was clinically judged to be
Choose an item. in known and Choose an item. in unknown contexts during this evaluation. The
following sounds/syllables were marked as errors in imitation of isolated words in English:
☐p
☐b
☐t
☐d
☐k
☐g
☐ ch ☐ j
☐ sh ☐ th ☐ l
☐m ☐n
☐ ng ☐ w
☐y
☐h
☐f
☐s
☐ L-blends
☐ R-blends
☐ S-blends
☐v
☐z
☐r
☐ multisyllabic words
The following table provides examples of specific errors noted during this evaluation:
Sound Produced
Target
Sound
Initial Position
Medial Position
Final Position
Note: Blank spaces indicate correct production of the sound in that position of the word.
The dark gray cells indicate that the corresponding sound was not assessed in that position.
Stimulability was assessed to determine if XX was able to accurately produce a target sound when
given a model for that sound. This is assessed in isolation, syllables, words, and phrases. The
following table outlines his/her performance:
SOUND
ISOLATION SYLLABLE WORDS PHRASES
I
M F
I
M F I M F I M F
CLINICAL IMPRESSIONS
Results from this evaluation suggest the following:
Receptive Language Skills
☐ age-appropriate
☐ delayed
Expressive Language Skills
☐ age-appropriate
☐ delayed
Articulation & Phonological Skills
☐ age-appropriate
☐ delayed
Fluency of Speech
☐ age-appropriate
☐ delayed
Vocal Quality/Voice
☐ age-appropriate
☐ delayed
[Informal Observations/Concerns]
RECOMMENDATIONS:
It is recommended that the educational team review this evaluation in conjunction with other
relevant assessments and information provided by other team members. A meeting will be
scheduled to discuss and determine eligibility for special education services.
Suggestions to assist with your child's articulation/ pronunciation include:
 Do "model" the appropriate articulation for your child. In simpler words, repeat the sentence
correctly without the error. Do not actively correct your child if he makes speech or
language errors. If a child is constantly being corrected when he speaks then the child may
start to feel self-conscious and hesitate before speaking. For example if your child says,
"Get in the tar," instead of "Get in the car," Do say, "Yes, get in the car." Do not say, "It's
not tar, it's car." During these activities, overemphasize and model the correct production of
the sound, do not require your child to repeat it
 Model good speech for your child using an understandable rate of speech and audible level
of volume. This is particularly important if your child typically uses a very fast rate or low
volume which decreases their intelligibility.
 Monitor your child’s hearing ability. If your child frequently has colds or nasal congestion or
a history of middle ear fluid or infections, they may not consistently be hearing all the
sounds around them. Seek medical attention if these concerns arise. Gain your child’s
attention before speaking and have your child look at you as you speak. Your child can pick
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up important cues about the way you use your lips, teeth, tongue, etc. to produce speech
sounds as they watch you speak.
Get down to your child’s level as you speak rather than always speaking from above so
your child can hear and see your speech productions more easily.
If you cannot understand your child’s full utterance, repeat back to them conversationally
the part that was intelligible. If your child says, “My brother’s coming down the dreet.”, you
can respond “Oh, your brother’s coming down the …?” with a rising intonation or “Your
brother’s coming down the what?”. This way, your child can attempt to fill in the
misunderstood word and also realize that most of their message was successful.
Minimize background noise and distractions when speaking with your child. Turn off the TV
or stereo which may create extraneous noise that makes it more difficult for your child to be
understood.
Refrain from over-correcting or using negative feedback such as "you said it WRONG"
Model positively, emphasizing the sounds that are in error
Do not allow friends or relatives to "mock" your child.
Point out the letters and sounds in words that are difficult for your child while reading to
them
Children often find it fun to give sounds names "snake sound" for /s/ or "panting dog" for /h/
Get down to your child’s level and let them see your mouth movements as you are saying
the sounds/words
Suggestions to assist with your child's language development include:
 Talk about activities as you are doing them, labeling objects, and talking about what is
happening.
 Expand on what your child says by adding more words to make the sentence clearer. For
example if the child says, "car." You say, "car go." Only model, do not require your child to
repeat you.
 Use good speech that is clear and simple for your child to model.
 Help your child understand and ask questions. Play the yes-no game. Ask questions such
as "Are you a boy?" "Are you Marty?" "Can a pig fly?" Encourage your child to make up
questions and try to fool you.
 Ask questions that require a choice. "Do you want an apple or an orange?" "Do you want to
wear your red or blue shirt?"
 Expand vocabulary. Name body parts, and identify what you do with them. "This is my
nose. I can smell flowers, brownies, popcorn, and soap." If appropriate for your child, you
can introduce a new word and offer its definition, or use it in a context that is easily
understood. This may be done in an exaggerated, humorous manner. "I think I will drive the
vehicle to the store. I am too tired to walk."
 When your child starts a conversation, give your full attention whenever possible.
 Make sure that you have your child's attention before you speak.
 Acknowledge, encourage, and praise all attempts to speak. Show that you understand the
word or phrase by fulfilling the request, if appropriate.
 Offer a description or clues, and have your child identify what you are describing: "We use it
to sweep the floor" (a broom). "It is cold, sweet, and good for dessert. I like strawberry" (ice
cream).
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The television also can serve as a valuable tool. Talk about what the child is watching. Have
him or her guess what might happen next. Talk about the characters. Are they happy or
sad? Ask your child to tell you what has happened in the story. Act out a scene together,
and make up a different ending.
Take advantage of daily activities. For example, while in the kitchen, encourage your child
to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste.
Where does the food come from? Which foods do you like? Which do you dislike? Who will
clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the
table, in your lap, or under the spoon. Identify who the napkin belongs to: "It is my napkin."
"It is Daddy's." "It is John's."
While shopping for groceries, discuss what you will buy, how many you need, and what you
will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy
or light) of the packages.
Repeat your ideas often and in different ways (for example, “Please put on your sneakers
before you go out to play.” “Shoes on first. Then go play.”)
Exaggerate important words with your voice (for example, “Time for lunch.” “Wear the blue
shirt.”)
Point out things that are the same or different. Play games incorporating these concepts
that he or she will encounter later in the classroom in reading readiness.
Sort items into categories. Now try to sort them by pointing out more subtle differences
between objects (e.g., rocks that are smooth vs. those that are rough, heavy vs. light, big
vs. small). Again, have your child identify the object that does not belong in a given
category, but now ask him or her to explain why the item does not belong.
Read stories with easy-to-follow plots. Help your child predict what will happen next in the
story. Act out the stories, and put on puppet shows of the stories. Have your child draw a
picture of a scene from the story, or of a favorite part. You can do the same thing with
videos and television shows, as these also have plots. Ask "WH" questions (who, what,
when, where, or why) and monitor his or her response.
Expand on your child’s comprehension and expressive language skills by playing "I Spy": "I
spy something round on the wall that you use to tell the time." After your child guesses what
you have described, have him or her give you clues about something that he or she sees.
Read books frequently so that new vocabulary words and concepts can be learned. Ask XX
questions about what you have read. When reading to your preschooler, invite him/her to
join in on completing and repeating phrases. Repeating makes a book predictable, and
your child loves knowing what comes next. Your child may think that he knows how to read
because he knows what comes next. Pretending to read is an important step in the process
of learning to read. As your child’s interest grows, read books with longer stories.
Have XXX follow multi-step directions in the home. For example you can tell him/her to “go
to your room get your shoes and bring them to me.”
The following are suggestions on how to improve your child’s success at following
directions:
o Try to remove distractions before giving directions. Distractions, such as TV or other
people talking, make it more difficult for a child to concentrate on your directions.
o Make sure you have your child’s full attention before giving directions, e.g., say your
child’s name or remind your child to look at you. If you need to squat down to look
directly in your child’s face, then do it
o Gesturing and/or pointing to the object while giving a direction helps a child to
understand the message, e.g., holding out your hand while saying, “Give me truck.”
As your child gets better at following directions, you can use fewer and fewer
gestures.
o Keep it simple. Use words that your child understands and use short simple
sentences. For example: “Get teddy” as opposed to “Go over there and pick up the
teddy.” Eventually add longer and complex directions as he/she is successful. Give
feedback. Let your child know when he is right. Praise him/her for what he is able to
do.
If there are any questions or concerns about this report, please feel free to contact me.
Speech-Language Pathologist
[email]
[phone]