Receptive, Expressive & Social Communication Assessment - Elementary
(RESCA-E)
The Receptive, Expressive, & Social Communication Assessment - Elementary
(RESCA-E) is a norm-referenced standardized assessment for children between the
ages of 5 - 12 years old. It consists of three cores: Receptive Language, Expressive
Language, and Social Communication. Additionally, a Social Communication Inventory
can be provided to persons who know the child well, such as parents or teachers. An
average scaled score is between 7 - 13; an average standard score is between 85-115.
A child's percentile rank indicates that the child scored the same as or better than the
given percentage of children in a standard sample. For instance, a percentile rank of
60% indicates the child performed as well as or better than 60% of same-age peers.
[Client]’s performance on the RESCA-E is as follows:
Receptive Language Core
Core Subtests
Scaled/St
Percentile Summary of
andard
Rank
Performance
Score
Comprehension of
[#]
Vocabulary
[%]
Description
[Below
Identify the picture that best
Average/Avera
matches a given target
ge/Above
word/concept
Average]
Comprehension of
Oral Directions
Identify a pictures that
demonstrates an orally
given direction
Comprehension of
Stories and
Questions
Answering questions about
a story presented orally
given a visual field
Supplemental:
Comprehension of
Basic Morphology
and Syntax
Identify from a visual field
orally presented information
featuring basic morphology
and syntax concepts.
Supplemental:
Executing Oral
Directions
Follow directions given
orally
Receptive
Language Sum of
Scaled Scores
Overall receptive
language skills
Receptive Language Core Summary:
[Client]’s relative receptive language strengths are in: [list subtests/skills]. [Client]’s
relative weaknesses are in: [list subtests/skills].
[Client] demonstrated receptive language skills by: [list skills, for example: identifying
verbs (ordering, swinging), identifying feelings (embarrassed, confused, frustrated,
disappointed), identifying nouns (secret, military, patient), comprehending academic
directions (underline, copy, circle), comprehending prepositions and pronouns].
[Client] had difficulty demonstrating receptive language skills when: [list skills, for
example: identifying complex adjectives (wide, imaginary, destruction), comprehending
sequential (first, last) or exclusive (doesn't, except, not) directions, identifying
information from a story, identifying irregular past tense (fell, swam, ate), and
comprehending complex ("He ate the ice cream before he ate the banana") and
compound ("She is talking to her friend with a hat") sentences].
[Client]’s Receptive Language Core standard score of [#] is [below/within] the average
range as compared to same-age peers, indicating [receptive language deficits/adequate
receptive language skills].
Expressive Language Core
Core Subtests
Expressive
Labeling of
Vocabulary
Expressive Skills
for Describing and
Explaining
Scaled/St
Percentile Summary of
andard
Rank
Performance
Score
[#]
[%]
Description of Skills
Assessed
[Below
Name or describe objects,
Average/Avera
actions, emotions,
ge/Above
categories, and descriptors.
Average]
Expressively
describe/explain a given
image or topic
Narrative Skills
Expressively retell or create
a story
Supplemental:
Expressive Use of
Basic Morphology
and Syntax
Expressively use
morphology and syntax in
words/sentences
Expressive
Language Sum of
Scaled Scores
Overall expressive
language skills.
Expressive Language Core Summary:
[Client]’s relative expressive language strengths are in: [list subtests/skills]. [Client]’s
relative expressive language weaknesses are in: [list subtests/skills].
[Client] demonstrated expressive language skills by: [list skills, for example: labeling
using basic object descriptions (sharp, round), labeling family relationships (daughter,
son), describing a picture scene, sharing a personal experience, using basic
morphology and syntax when given a verbal model, and using present progressive
tense].
[Client] had difficulty demonstrating expressive language skills when: [list skills, for
example: labeling using advanced object descriptors (sticky, expensive, fragile, hollow),
labeling using basic emotion labels (scared, surprised), describing using attributes,
explaining steps to a sequence, retelling a story with or without pictures, creating a story
with picture prompts, using verb tenses (future and regular past tense), using irregular
plurals, creating grammatically correct sentences, and formulating sentences with
conjunctions (because, so)].
[Client]’s Expressive Language Core score of [#] is [below/within] the average range as
compared to same-age peers, indicating [expressive language deficits/adequate
expressive language skills].
Social Communication Core
Core Subtests
Scaled/St
Percentile Summary of
andard
Rank
Performance
Score
Description of Skills
Assessed
Comprehension of
Body Language
[#]
and Vocal Emotion
[%]
[Below
Average/Avera
ge/Above
Average]
Identify from a visual field
an image of a person using
body language that
correlates with an orally
presented message with
vocal emotion
Social and
Language
Inference
Demonstrate inference of
social language given an
oral prompt from a field of
images or words; social
inferencing includes
mood/idioms/perspective
Situational
Language Use
Expressive use of social
language given a
hypothetical social scenario
Supplemental:
Elicited Body
Language
Demonstrate body language
Social
Communication
Sum of Scaled
Scores
Overall social
communication skills.
Social Language Core Summary:
[Client]’s relative social language strengths are in: [list subtests/skills]. [Client]’s relative
expressive language weaknesses are in: [list subtests/skills].
[Client] demonstrated social language skills by: [list skills].
[Client] had difficulty demonstrating social language skills when: [list skills].
[Client]’s Social Language Core score of [#] is [below/within] the average range as
compared to same-age peers, indicating [social language deficits/adequate social
language skills].
Social Communication Inventory
[Client]’s [mother/father/caregiver/teacher] completed the Social Communication
Inventory, wherein [she/he] rated [his/her] perception of [Client]’s social skills. [Client]’s
standard score of [#] is [within/below] the average range as compared to same-age
peers.
[Client]’s areas of strength were in: [list skills]. [Client] was rated as doing the following
24-49% of the time: [list skills]. [He/She] was rated as doing the following 6-24% of the
time: [list skills].