University of Washington



In-Class Observational Assessment |Client: |LASTNAME, FirstName | |

|UW Speech and Hearing Clinic & |DOB: | |

|UW Experimental Education Unit | | |

| |Classroom: | |

SPEECH-LANGUAGE ASSESSMENT SUMMARY

|Date of Evaluation: | |

|Lead Clinician: |, B.S. |

|Asst. Clinician: |, B.S. |

|EEU SLP: | |

|UWSHC Supervisor: |Laura Sargent, Ph.D., CCC-SLP |

BACKGROUND

Client’s Full Name, age X;X, is eligible for services under the criteria for xxxx. S/he is receiving services at the EEU in the areas of communication, social, motor, adaptive, academic.

This assessment, completed entirely in the classroom, focused on this child’s current communication skills.

Communication objectives from the Individualized Education Program (IEP) include:

Objective 1.

Objective 2.

EVALUATION

Environment and General Behaviors

Comment on how long you observed and what types of activities occurred (e.g., free play, snack) while you did your observation/interaction with the child. Comment on generally how the child behaved. Keep it positive (e.g., “The child required physical assistance to successfully complete transitions”).

Assessment Tools (used qualitatively)

• Transdisciplinary Play Based Assessment – Communication Observation Worksheet

• Assessment, Evaluation and Programming System (0 – 3 years or 3 – 6 years)

o Cognitive, Social-Communication, and Social Sections

• UW Pragmatic Skills Checklist

Receptive Language

Current performance on IEP objectives targeting receptive language:

Objective 1 (briefly restate the objective).

Objective 2 (briefly restate the objective).

General performance in receptive language: Here you can comment on commands/semantic relations followed, question types answered, concepts understood, contingency of child’s responses, need for visual support and routine and so on. Identify areas within the TPBA and AEPS that are related to receptive language and discuss them here.

Expressive Language

Current performance on IEP objectives targeting expressive language:

Objective 1 (briefly restate the objective).

Objective 2 (briefly restate the objective).

Form. Here you can discuss: Modalities used, MLU – (if it is appropriate, and don’t forget to interpret – what’s expected for this child’s age); word order; syntactic structure/complexity; age appropriate grammatical morphemes used. Again – use the TBPA and AEPS materials.

Examples (3 utterances) of most complex language child used:

1.

Content. Here you can discuss: topics child able to discuss (here/now; past, present, future events); appropriateness of language to context vs. tangential or echolalic language or scripted language; perseverative language; ability to relate more narrative type information (e.g., giving background info, organization of narrative); if the child is at the 1-3 word stage – what types of semantic relations were produced.

Use. Here you can discuss communicative intentions used, eye contact/physical proximity and body language, topic initiation, maintenance, conclusion, turn taking skill, ability to stay in an interaction with a peer. Use TBPA, AEPS, and UW Pragmatic Skills Checklist to help you.

Speech

Connected Speech: If appropriate you can discuss sound errors noted during conversation, intelligibility (use the rating scale), other observations [e.g., articulatory precision, unusual oral-motor behaviors (e.g., low tone, drooling, etc), rate, prosody, intonation, inflection, etc.]

Voice and Fluency

Here you can make a general statement about whether these areas were judged to be WNL or not. If not WNL, then talk about what you saw.

Play Skills

Here you can discuss the types of play behaviors you observed.

Recommendations

If an IEP is coming up (check the date of the IEP – they’re updated annually), you can make some suggestions of areas that the child might be having difficulty with.

Clinician Name, B.S. Supervisor Name M.S./Ph.D., CCC-SLP

Graduate Clinician Clinical Supervisor

|Cc: |EEU SLP |

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