L, writing is good, and overall the paper is good, but some errors in counting morphemes,
missing sentence Stage, and did not discuss the checklists. See grading rubric.
Cameron is a four year old little girl. She is part of an inclusive preschool program in
public school. Her class has four students with disabilities and seven students who are not
identified. People who are unfamiliar with Cameron have a particularly difficult time
understanding her speech. She is a social individual and speaks frequently with everyone. Her
spontaneous speech is often hard to understand. Cameron is able to initiate some individual
sounds, but has difficulty using them consistently in words. The Goldman-Fristoe Test of
Articulation was given on September 18, 2005?. Cameron exhibited the following errors on
sounds: initial position in words- [g,k,l,r,th,v,z] and initial [l,r,s] blend words; medial position in
words-[g,k,ch,l,r,j,th,v]; final position words-[g,k,ch,r,j,th]. Her speech goals include
improvement in articulation by producing targeted phonemes [g,k,l] in conversational speech at
70% accuracy, specifically phrases and sentences, and imitating all positions of [ch,j,th, v] in
words. Cameron receives pullout speech services from a speech pathologist twice weekly for
thirty minutes. Good details
The language observation took place in an inclusive pre-k classroom during nap time,
which is from 1:45 until 2:45 each day. There were two adults and eleven children in the room,
including Cameron. The room was very quiet with only soft music playing. Nap time is a very
difficult time for Cameron. She has a hard time lying still and wants to talk. The teacher is
constantly finding errands for her to do to keep her from waking the other students. Cameron
stood by the teacher’s desk during the observation. Cameron was asked questions about the farm
while the teacher showed her pictures. The class had been studying the farm in preparation for a
farm field trip. Cameron was eager to discuss the farm. At one point during the assessment
Cameron found a pencil under the desk and wanted to talk about the pencil.
The language sample included 51 utterances from the child. Cameron used more than five
different phonological processes during the observation. She substituted the letter d sound for g
in several words ending in letter g. She also substituted letter t in words where the initial sound
was letter c, like tow for cow. Cameron also reduced cluster th to the letter d sound in words like
the. She also left off unstressed syllables in the beginning of words. In her interpretation of what
was being asked, Cameron used questioning and explaining more than any other interpretation.
In the process of the observation the teacher used prompts to encourage Cameron to elaborate on
what she was saying. At times the teacher used recasting to model the correct adult form of what
was being said. In an effort to keep Cameron interested the teacher used expatiation and added
new information when they were talking about the cows standing in the water to stay cool
instead of lying in the mud like the pigs liked to do. When Cameron seemed to be changing the
subject the teacher used interactions like vertical structuring and prompting. Through the
observation the teacher did a good job of keeping Cameron on track and getting her to elaborate
on what she was saying. Good summary
After calculating the number of utterances and the number of morphemes, an MLU of 4.8
was computed for Cameron. This puts her in Brown’s Stage VI which is 4.5+ (Bernstein, 2010).
According to Brown’s Stages of Development of Pronouns, Cameron is in stage IV (Bernstein,
2010). During the observation she used pronouns like they which fit into stage IV. If the correct
stage for her is in stage VI, she would have used pronouns like herself and himself which she did
not. However, Cameron did exhibit age appropriate behaviors according to the communication
and pragmatic observation checklists. Good for pronoun stage, what about sentence stage? And
you needed to discuss the checklists in more detail, but ok for interpretation.
Cameron was eager to talk about anything that involved the farm. She seemed to like
being the center of attention. When she was prompted she extended her answers. The
information from the Goldman-Fristoe Test of Articulation was very evident in the observation.
The following strategies and activities will enhance Cameron’s language development
specifically her articulation;

Intervention in the classroom is one strategy for Cameron. Instead of a pull-out
model have the speech therapist come into the classroom during center time when
the students are free to talk to each other and play. The speech therapist can
monitor Cameron and help with the correct articulation of words.

Pairing Cameron with a peer who has no language delays is another strategy.
Using this pairing specifically during reading groups or times of instruction where
the peer can model age-appropriate use of language.

Using a quiet time, like nap time to have the teacher talk with Cameron and model
correct adult form of words with consonants she misarticulates. Ok
References
Bernstein, D. K. & Tiegerman-Farber, E. (2010). Language and Communication Disorders in
Children, 6th ed. Boston: Pearson/Allyn & Bacon.
Ok except for lack of hanging indent and italics for title.
Language Sample good, just a few errors in counting morphemes
Phonological
processes; label at
least 5 different
processes
Interpretatio
n of what
was said: is
the child
demanding,
refusing,
explaining,
etc.?
1
Final Consonant
deletion( left off g in
walking)
Explaining
1
2
substitution (d for g
at the end of word
pig)
Explaining
1
3
substitution (t for K)
Explaining
At du(the) farm?
3
4
cluster reduction (d
for th)
Explaining
Child
Are we donna do
de tow (gonna do
the cow)?
6
5
substitution/ cluster
reduction
questioining
Adult
Do you want to do
the cow?
Child
yea
1
6
Adult
What about the
cow?
Perso
n who
spoke
What was said
Adult
Tell me about this
animal.
Child
It walin (walking).
Adult
What kind of
animal is it?
Child
Pid (pig).
Adult
What color do u
think it is?
Child
pint (pink)
Adult
Where do they
live?
Child
Number of
morpheme
s
Utteranc
e
number
3
Adult-tochild
interaction
type
8 I get 9,
haven’t is
2
7
substitution (d for g)
Explaining
11
8
substitution (t for C)
Explaining
8
9
Final consonant
deleting(g off
going)/
Explaining
Total per
page 42
Total
per page
9
Child
But you said
nest[next] week
we are doin[goin]
to du[the] farm.
11 I get
12, going
is 2
10
cluster reduction (d
for th)
questioning
Child
After du[the]
pid[pig] was
da[the] tow[cow].
6
11
substitution
explaining
12
substitution
explaining
Child
Du[the] tow[cow]
lives on du[the]
farm?
6 7—lives
is 2—
second
person
singular
ending
13
cluster
reduction/substituti
on
explaining
Child
Du[the] sheep is
after du[the]
tow[cow]?
6
14
cluster
reduction/substituti
on
explaining
Child
We haven't done
it yet only du[the]
pid (pig).
Adult
So what do you
want to tell me
about the cow?
Child
It's on du[the]
farm.Tows[cows]
live on du[the]
farm.
Child
Nest(next) week
we're doin(going)
to du (the) farm.
Adult
We are going to
the farm this
week.
Adult
Tell me about the
sheep.
Child
It was nest[next]
after du[the]
pid[pig], sheeps
live on the farm.
Expansionshe tried
to increase
complexity
of child's
utterance
12
Adult
What do the cow,
the pig, and the
sheep, do on the
farm.
Child
Just walt[walk]
around and eat.
Adult
What do they eat?
Child
De[the] pids[pigs]
dink[drink]
waer[water].
Adult
Pigs drink water,
what about cows?
15
substitution
explaining
5
16
cluster reduction/
deletion of
unstressed syllables
explaining
Child
Tows[cowx] eat
hay.Does
pids[pigs] eat hay
sometimes?
10
17
Child
Am I donna do
dis[gonna do
this]?
5
18
Adult
You are going to
finish telling me
about what the
animals eat. What
does the sheep
eat?
Total per
page 55
Total
per page
9
11
19
Child
Dey[they]
sometimes eat
hay, does de[do
they]? Do sheeps
eat hay?
Adult
I think sheep eat
hay.
Child
I dave[gave] it to
Ms.Waltr (walker).
Adult
What do you use
a pencil for?
5
questioning
substitution/ cluster
reduction
questioning
stopping in wordinitial positon
questioning
substitution
explaining
Recast
(you used
correct
form of
sheep)
6
20
Child
Writin.[writing]
Adult
Yes, you use
pencils to write.
Child
Writin tuttle tuttle
tuttle[x]
Adult
What would you
write with the
pencil?
Child
Wuds[words].
Adult
You would write
words?
Child
yea
Adult
What kind of
words?
Child
abcdefg
Adult
Those are
alphabet letters.
Child
Well you write
wuds[words] like
cameron.
Adult
Yes cameron is a
word and it's your
name.
Adult
Is that all you
would write?
2
final consonant
deletion
22
Exapnsionshe
rephrased
the child's
answer.
5
23
final consonant
deletion
explaining
deletion of
unstressed syllables
explaining
deletion of
unstressed syllables
explaining
Vertical
structuring
- she
questions
to fill in
pieces of
the child's
utterances
.
2
24
Recast-she
is
modeling
adult form
of child's
utterance
1
25
26
6
27
Total per
page 22
Total
per page
9
Child
I'm done!
Adult
Just a few more
minutes. Tell me
what you would
write about the
farm.
Child
Bout (about) du
[the] pid]pig].
adult
What about the
pig?
child
It lies[likes] mud.
Adult
Yes, pigs like
mud.
Child
Do tows[cows]?
Adult
Do cows what?
Child
Do tows lie[cows
like] mud?
Adult
I don't think cows
like to lay in mud.
Child
Why not?
Adult
Child
Adult
3
28
3
29
3 4—likes
is 2,
second
person
sing.
ending
30
Explaining
2 3—
plural on
cows
31
Questioning
deletions of
unstressed syllable.
Explaining
Promptshe is
questionin
g to
extend
what the
child is
asking.
5
32
Questioning
2
33
Questioning
Expatiatio
n-she adds
new,
relevent
informatio
n to the
child's
utterance.
Because cows
like to stand in
water to cool off.
Pids[pigs] lay in
mud to get cool?
Yes, pigs lay in
mud to get cool.
Demanding
8
34
Questioning
Child
What do sheeps
do?
Adult
Sheep get their
wool cut off in the
summer.
Child
Lie [like] du [the]
picure[picture] we
seen?
Adult
This picture?
5
35
Questioning
5
36
Questioning
Total per
page 63
Total
per page
9
1
37
Child
Yea
Adult
The men are
cutting the
sheep's wool.
Child
Do it hut [hurt]?
3
38
Questioning
No it doesn't hurt
them.
Lie [like] a haiya
[hair] cut?
Yes, like a hair
cut.
4
39
Questioning
What nest [next]?
2
40
Questioning
Where do we get
milk on the farm?
From du[the]
tows[cows]!
4
41
Explaining
8
42
Questioning
5
43
Questioning
2
3
44
1
45
Adult
Child
Adult
Child
Adult
Child
Child
Do dey[they] have
dows[dogs] on the
farm?
Adult
Yes, they have
dogs and cats on
the farm.
Child
What kind of
dows[dogs]?
Adult
I think they have
sheep dogs and
cow dogs.
Child
Me too.
Child
I'm done!
Adult
Tell me one more
thing.
Child
Otay[ok].
Adult
What would you
have on your
farm?
Demanding
Child
A
tow[cow],pids[pigs
], a sheeps, a
dog, a tat[cat]
Adult
Would you milk
cows?
Child
Yea,
chocolae[chocolat
e] ones.
Adult
All milk from cows
is white milk.
Child
But I lie[like]
chocolae.
10
46
Explaining
3 4 plural
on ones
47
Explaining
4
48
Explaining
Total per
page 47
Total
per page
12
4
49
Explaining
6
50
Questioning
Adult
Where do you
think chocolate
milk comes from?
Child
From brown
tows[cows].
Adult
You get chocolate
milk by mixing
cocoa mix with
white milk.
Child
Tan[can] I have
some
chocolae[chocolat
e] milt[milk]?
Adult
We have
chocolate milk for
lunch and
breakfast.
Child
Yea, I done?
3
51
Questioning
Yes, you are
finished.
Do I have to
yea[lay] down?
6
52
Questioning
4
53
Questioning
Adult
Child
Adult
Child
Adult
Yes, but it is
almost time to get
up.
Did I do
dood[good]?
Yes, you did a
good job.
Total per
page 23
Total
per page
5
Communication Observation Checklist
Participant Name:
Examiner:
Cameron
Age: 5
Date: June 1
L T. H
Instructions: Mark a check if the participant does exhibit the behavior, a minus if the participant does not exhibit
the behavior and an s if the participant sometimes exhibits the behavior. Make comments about what the
participant does on the right-hand side of the form. If a specific behavior is not assessed, leave the line blank.
√-S
Behavior
Comments
√
 Participant is verbal and uses complete
sentences
Cameron does use complete sentences most of
the time.
√
 Participant takes turns during
communication
She likes to talk and takes turns in conversation.
√
 Participant seems to enjoy playing with
other children
She can be a bully at times
_
 Participant usually plays alone
She is a social person.
√
 Participant talks during play activities
Cameron talks more than others especially
during play time.
√
 Participant explores a variety of toys
She loves cars and trucks more than anything
else.
√
 Participant asks questions during
activities
Cameron is eager to ask questions.
√
 Participant answers questions during
activities
Sometimes she answers more than she should.
S
 Participant responds to requests
Sometimes she responds to requests but most of
the time she needs some encouragement to do
what she is supposed to.
_
 Participant primarily uses gestures
She is very verbal but sometimes hard to
understand.
√
 Participant looks at the listener when
speaking
She looks at the listener when being spoken to.
Good, but needed to discuss these results in some detail
Pragmatic Observation Checklist
Name: Cameron
Examiner:
Age 5
Date: June 1, 2010
L T. H
Instructions: Mark a X if the participant does exhibit the behavior, a minus if the participant does not exhibit the
behavior and an s if the participant sometimes exhibits the behavior. Make comments about what the participant
does on the right-hand side of the form. If a specific behavior is not assessed, leave the line blank. Good, but
needed to discuss these results in some detail
√-S
Behavior
Comments
√
 Responds to greetings
She usually hugs you when she comes in or
rather bumps you.
√
 Makes requests
She asks for what she needs.
S
 Takes turns
She likes to be first at everything
√
 Follows commands
She has no problem following commands and
likes being given things to do.
√
 Makes eye contact
Yes, she makes eye contact.
√
 Attends to task
She gets her work completed before most of the
other children.
S
 Maintains topic
She maintains topic most of the time.
√
 Uses body language
She pushes other children out of the way or
bumps into you to get your attention.
√
 Initiates conversation
She does initiate conversation.
√
 Sustains conversation
She can keep conversation going especially when
it’s time to do something she doesn’t want to.
√
 Terminates conversation
She will tell you she is done.
Language Sample Assignment Grading Rubric
Summary
report
Target 5 points
Acceptable 3 points
Minimal 1 point
Unacceptable 0
points
All areas are
adequately
addressed.
Two to three areas are
adequately addressed.
One area is adequately
addressed.
None of the
areas is
addressed
4 pts
 Sufficient detail
provided√
 Setting is
described,
including time of
day, length of
observation,
number of
children and
adults present,
and activities
observed√
 Communication
history, MLU,
Brown’s stages,
adult-childinteractions, etc.
are correctly
computed and
interpreted ok
but no sentence
stage listed,
some errors in
counting
morphemes
 Summarizes
observation
checklists no
and Indicates if
behaviors
observed are
typical
√Suggests 3
strategies and 3
activities which
will promote the
communication
 Sufficient detail
provided
 Setting is described,
including time of
day, length of
observation,
number of children
and adults present,
and activities
observed
 Communication
history, MLU,
Brown’s stages,
adult-childinteractions, etc.
are correctly
computed and
interpreted
 Summarizes
observation
checklists and
Indicates if
behaviors observed
are typical
 Suggests 3
strategies and 3
activities which will
promote the
communication and
literacy of the child
 Sufficient detail
provided
 Setting is described,
including time of
day, length of
observation,
number of children
and adults present,
and activities
observed
 Communication
history, MLU,
Brown’s stages,
adult-childinteractions, etc.
are correctly
computed and
interpreted
 Summarizes
observation
checklists and
Indicates if
behaviors observed
are typical
 Suggests 3
strategies and 3
activities which will
promote the
communication and
literacy of the child
and literacy of
the child√
Communication
and Pragmatic
Observation
Checklists
5 pts
Interpretation
of observation
checklists
Both areas are
correctly addressed.
One area is correctly
addressed.
 The forms are
completely filled
out. √
 N/A is used
where
appropriate.
All areas are
correctly addressed.
 The forms are
completely filled out.
 N/A is used where
appropriate.

Discusses
observations
with an
informed eye no

Draws
reasonable
conclusions
from
observations√
Not discussed,
interpreted
3 pts
Basics
3 pts
All items are done
correctly.
 Turned in on
time√
 Turned in
electronically√
 Rubric attached
None of the
areas is correctly
addressed.
One area is correctly
addressed.
None of the
areas is correctly
addressed.
 Discusses
observations with an
informed eye
 Draws reasonable
conclusions from
observations
Three are done
correctly.
 Turned in on time
 Turned in
electronically
 Rubric attached
 Paper is 4-5 pages
Two are done
correctly.
 Turned in on time
 Turned in
electronically
 Rubric attached
 Paper is 4-5 pages in
None to one is
done correctly.
Writing
to the end of the
paper√
 Paper is 4-5
pages in length
only 3 pages
All items are done
correctly.
in length
length
Two items are done
correctly.
One item is done
correctly.
 Writing is
commensurate with
college-level work
(objective, formal,
etc.)
 Seven or fewer errors
in spelling, grammar,
sentence
construction,
punctuation, clarity,
and organization
 Used third person
when writing and
didn’t refer to self by
personal pronoun
 Citations and
reference list are in
correct APA format
 Writing is
commensurate with
college-level work
(objective, formal,
etc.).
 Nine or fewer
errors in spelling,
grammar, sentence
construction,
punctuation, clarity,
and organization
 Used third person
when writing and
didn’t refer to self
by personal
pronoun
 Citations and
reference list are in
correct APA format
None is done
correctly.
4 pts
 Writing is
commensurate
with college-level
work (objective,
formal, etc.) √
 Five or fewer
errors in spelling,
grammar,
sentence
construction,
punctuation,
clarity, and
organization √
 Used third person
when writing and
didn’t refer to self
by personal
pronoun√
 Citations and
reference list are
in correct APA
format errors in
reference list
Total
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