Bank Category: ESR Communication
Template Type: Evaluation Speech Fluency Assessment
(note: items in black bold below MUST be included in evaluation summary)
Communication: Speech Fluency
Speech-Language Pathologist and Evaluator: (NAME + CREDENTIALS)
Dates of Evaluation:
Speech Fluency Evaluation Measures (described separately or summarized in the 4
sections below)
Home Communication Interview (information beyond the SPPS Parent Interview, e.g.,
Fluency Case History Addendum--SPPS)
School Staff Interview
Student Interview
Observations (OPTIONAL)
Speech-Language Samples (at least 2; describe context)
Formal language tests (OPTIONAL)
Stuttering Severity Instrument-4 (OPTIONAL—note, this test examines % of syllables
stuttered and state rule criteria mandate examination of % of words stuttered, so
samples would have to be analyzed a second time informally, below; the test does
provide a standardized analysis procedure as well as a severity rating supported
by limited norms). The SSI-4 is a standardized method of examining 2 speechlanguage samples of preschool, school-age, and adult persons who stutter. A mix
of conversational speech and oral reading may be used for students who read.
Samples are examined for the number and percentage of syllables stuttered and a
calculation is made of the average of the 3 longest stuttering events in the
samples. The protocol allows the evaluator to rate the client in terms of
secondary or associated behaviors that are exhibited along with the stuttering.
Finally, a score is derived from the above three portions of the test (frequency of
stuttering, average of the 3 longest stuttering events, and severity of secondary
behaviors) and a severity score is assigned, relating the stuttering behavior to that
of other persons who stutter. Speech naturalness is also rated by the examiner as
a part of the battery.
Motor Aspects of Stuttering (description of the motoric stuttering behaviors, primary
and secondary—includes % of words stuttered in each sample and, of those, how many
were sound/syllable repetitions, prolongations, or blocks; % of syllables stuttered can
also be made, however, % of words must be included to satisfy state rule criteria)
Linguistic Aspects of Stuttering (description of the expressive language use of the
student, including word and phrase repetitions, interjections, apparent word
avoidance/substitution; general language skills in comprehension and production)
Cognitive Aspects of Stuttering (description of what student thinks/knows about
stuttering generally, about the way s/he stutters and communicates, about the speech
mechanism structure and function)
Affective/Social Aspects of Stuttering (description of how the student responds to/feels
about the stuttering they exhibit and the perceived and actual social consequences of the
stuttering s/he exhibits, e.g., avoidance of specific speaking situations)
Communication Summary
(Description of student’s fluency, language, voice, and articulation AND how those skills
interact to affect the student’s overall communication skills in school and how that
impacts academic achievement.)