University of Washington
University of Washington |File #: | | |
|SPEECH AND HEARING CLINIC |Client: |LASTNAME, FirstName |
|4131 15TH Ave NE |DOB: | |
|Seattle, WA 98105 |Parent/s: | |
|206-543-5440 |Address: | |
| | | |
| |Phone: | |
SPEECH-LANGUAGE PATHOLOGY REPORT
|Date of Evaluation: | |
|Lead Clinician: |, B.S. |
|Asst. Clinician: |, B.S. |
|Interviewer: |, B.S. |
|Supervisor: |Laura Sargent, Ph.D., CCC-SLP |
HISTORY (Within each section present information in a chronological sequence. Order of sections may change depending on how important that info is.)
Identifying Information, Referral source and Chief Concerns
Medical/Birth
Developmental
Social/Educational
Previous Evaluations
Previous Treatment
Do not write your report with bullets. Information is bulletted and highlighted below in order to provide suggestions/reminders of what goes in each section of the report.
EVALUATION
Test Environment and General Behaviors
Assessment Tools
• List formal tests – underline or italicize test names (then be consistent); provide abbreviation (e.g., Test of Auditory Comprehension of Language – 3 (TACL-3)
• List procedures
Hearing
• screening that we did
• or if we didn’t screen, why not
• testing that was done by other agencies
Language Test Results
Use a table to report score. If it makes more sense to report the scores with the specific sections below – go ahead and do that.
Here’s a table all made for you:
Test Name or Abbreviation
|Subtest |This evaluated X’s ability |Standard Score* |Percentile Rank |Interpretation |
| |to… | | | |
| |Provide a brief description| | |Above average |
| |of what the subtest | | |Within normal limits (can |
| |evaluated – put it in your | | |qualify: high |
| |own words if you can | | |average/average/low average) |
| | | | |Borderline |
| | | | |Significantly Delayed |
* “average” = 85 – 115 or 7 – 13 (depending on the scale used)
Receptive Language
Formal measures
• Briefly reiterate interpretation of scores.
• As appropriate, discuss areas where child either did very well or had difficulty – depending on your analysis of child’s performance. Some tests help you with item analysis or you can do your own.
Informal observations
• commands/semantic relations followed,
• question types answered,
• concepts understood etc.
• interpret information based on developmental information
Comment on whether the different sources of data support one another. If not, why not?
Expressive Language
Form.
• Performance on formal measures (e.g., grammatic closure tests, sentence imitation)
• MLU – interpret – what’s normal?
• word order
• syntactic structure/complexity- age appropriate
• grammatical morphemes used – age-appropriate or not? Consider what’s there and what’s missing
• Give 3 examples of most complex language child used
• Does the formal and informal information support each other?
Content.
• topics discussed (here/now; past, present, future events)
• appropriateness of language to context vs tangential or echolalic language
• perseverative language
• semantic relations used
• vocabulary
o Formal measures of vocabulary
o TTR
o NDW
• narrative skills
Use.
• communicative intentions used
• eye contact/physical proximity and body language
• topic initiation, maintenance, conclusion
• measures (e.g., Prutting checklist)
• turn taking skill
Speech
Formal Measures: The (Artic Test) was given as a measure of speech sound production within a single word context. The results follow:
Articulation Test Name or Abbreviation
|Standard Score* |Percentile Rank |Interpretation |
| | |Above average |
| | |Within normal limits (can qualify: high average/average/low average) |
| | |Borderline |
| | |Significantly Delayed |
* “average” = 85 – 115 or 7 – 13 (depending on the scale used)
Errors observed on formal measures (you may need to adjust this table for phonological problems)
|Sound |Substitution |Word Position |Example |Age Sound Typically Mastered |
| | | | |(years) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Here are IPA symbols for you to use (they have been embedded into the document so should show up correctly on other people’s computers). Copy and paste as needed:
( ( ( ð ʒ( ə ( ɝ ɚ ʤ ʧ ɜ (
Connected Speech:
• sound errors noted
o consistent or inconsistent with test??
o consistent across opportunities?
• intelligibility (rating scale or percentage)
• other observations (e.g., rate, prosody, intonation, inflection, etc.)
Structural-Functional Exam.
Stimulability.
Voice
• Quality
o hoarse
o aphonic
• Pitch
o too high
o too low
o variable
• Resonance
o nasal
o denasal
o mixed
• Breath support; type of breathing used
o diaphragmatic
o thoracic
o clavicular
• Muscular tension
• Stimulability of improved voice
Fluency
• Types and frequencies of dysfluencies
• Associated motor behaviors
o hand movements
o eyeblinking
• Avoidance of sounds, words, or situations; anticipation of stuttering
• Speech rates with and without dysfluencies
• Stimulability of fluent speech
Related Factors
Play Skills/Cognition.
Preliteracy.
Other Observations
• motor and coordination (as is necessary/appropriate)
SUMMARY (this should relate back to the purpose of the exam. Start information relating to the family’s primary reason for coming. Don’t present information in the summary section that was not introduced previously in the body of the report. )
(Start with most primary impairments, also include strengths.)
Include:
• Statement of diagnosis
• Concise statement of most significant findings
• Prognosis as appropriate
Client X, age X;X presents with_____________.
RECOMMENDATIONS
1. Treatment or no treatment
a. Where?
i. School district?
ii. Private?
iii. SPSHC?
b. if SPSHC –
i. inform family of waitlist, provide waitlist Frequently Asked Questions handout
2. Follow-up evaluations
a. Where?
i. CHDD
ii. Children’s Hospital
iii. Other?
b. With whom?
i. Psychologist?
ii. Learning Disabilities Specialist
iii. OT/PT
iv. Audiologist
c. For What
i. Cognition?
ii. Literacy?
iii. Motor?
iv. Hearing?
3. Recommendations for specific treatment types (be careful!)
4. Suggestions for parents or other professionals to help with child’s needs
a. Parent Articles
b. Recommended books
c. Recommended websites
5. Re-evaluate vs have family contact clinic as necessary
6. Other?
Clinician Name, B.S. Laura Sargent, Ph.D., CCC-SLP
Graduate Clinician Clinical Supervisor
|Cc: |Parents Names |
| |Address |
| |Address |
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