The Goldman–Fristoe Test of Articulation-2 (GFTA-2): the ...



PURPOSE OF THE COMPANION DOCUMENTPlease open this document simultaneously with the Speech & Language Evaluation Report as you are writing a report. Each section of this Companion Document corresponds to a section of the Evaluation Report. This document includes important reminders about what to include, and a few examples. At the end of the document, there are test descriptions which you may copy directly into your Evaluation Report.This document is not intended to create “cookie cutter” reports. It is intended to allow the Speech-Language Pathologist to keep a document filled with a variety of “typical” statement templates, so that those statements may be copied directly to the evaluation report and not continuously retyped. Please feel free to personalize your copy of this document so that it best serves your needs, typing in your own examples, and adapting the test descriptions. You may have several examples for each section. Do not feel that you must maintain the format of the current examples. You may wish to delete the Companion Examples once you have written your own template.Tip: To view the Companion Document simultaneously with the Evaluation Report, open both documents, then click on the box in the upper right corner of each document, allowing you to adjust the size of each document window to fill half of your monitor screen, and place the windows side-by-side. The “minimize” function could also be used to toggle between screens.Tip: Use the $ place-holder format for the student name in your Companion Document examples. When the report is written, use the “replace all” function to place the student’s name into the report. Use the xxxxxxxxx placeholder format for other placeholders.Important: Please do NOT change the headings on the Speech & Language Evaluation Report. Each section must be addressed in order to be in compliance with Article 7 requirements and SSJCSS expectations.REASON FOR REFERRAL & REFERRAL SOURCE:Include in this section-Type of referral-Source of referral-Reason for referral-Screening date and results (speech and/or language screening, NOT hearing)-Any other important information about the referralCompanion Template Example$ was referred for a Speech Evaluation by xxx classroom teacher, xxxxxxxxxxxxxx. Concerns noted at the time of referral included xxxxxxxxxx. A screening was conducted by xxxxxxxxxxxxxx on xxxxxxxxx, prior to the referral. On the xxxxxxxxx screening instrument, $ received a score of xxxxxxx, indicating the need for a formal Speech Evaluation.My Example TemplatesUse this section to write your own personalized templates. You may want to write several to cover the different sources for your referrals.BACKGROUND INFORMATION:Social & Developmental HistoryInclude in this sectionA description of social and developmental information from the case history form.My Template ExamplesUse this section to write your own personalized templates.Relevant Medical HistoryInclude in this section-A description of medical information from the case history form.-If the student has a significant audiological history at school, report that history here. You will report current hearing screening results later.My Template ExamplesUse this section to write your own personalized templates.Review of Prior Communication EvaluationsInclude in this section-If the student has received prior evaluations, review those results here.-If the student has not received prior evaluations or therapy, use a statement similar to the one panion Template Example$ has not been previously enrolled in speech/language therapy, and no prior communication evaluations have been conducted, as reported by xxxxxxxxxx.My Template ExamplesUse this section to write your own personalized templates.Progress in General Education & InterventionsInclude in this section-This section is NOT required for speech-only evaluations (articulation, fluency, and voice), but may be included if you have pertinent information to report. For example, if a student has participated in interventions such as a sound group or a period of home practice for a speech sound, report this information here and any supporting data which applies. If a student is participating in school-based interventions for reading or math, and you feel the information is pertinent and should be included, report it in this section.-This section IS required for Language Evaluations. The focus of this section is on progress and interventions. This may include school-based interventions and progress for reading or math. This may also include specific language interventions and panion Template Example$ has participated in several general education interventions at school this year. These have included Title One (small group reading work in a separate room), Earrobics (a computer program addressing sound awareness skills), and BURST (small group reading instruction grouping students according to specific areas of need). Title One has been provided daily for 30 minutes, Earrobics has been provided three times weekly for 20 minutes, and BURST has been provided daily for 30 minutes. $ has shown limited progress in reading fluency skills as measured by xxxxxx, despite these intensive interventions.My Template ExamplesUse this section to write your own personalized templates.Current Academic AchievementInclude in this section-This section is required for all evaluations.-The focus of this section is on current levels of achievement. This may include current grades and/or current standardized testing panion Template Example$ is currently receiving the following grades: xxxxxxxx. ISTEP results are not yet available for the xxxxxxxxx school year. DIBELS testing from xxxxxx showed that $’s reading skills are “in the red,” or the high risk range. Specifically, $ received the following scores: xxxxxxxxxx.My Template ExamplesUse this section to write your own personalized templates.CURRENT ASSESSMENT RESULTS:Hearing ScreeningInclude in this section-A current hearing screening is required for all evaluations.-If you attempt a hearing screening with a student but are unable to complete the screening (i.e. for a preschooler or Essential Skills student), state it here.-Include panion Template Example$ passed a hearing screening on xxxxxx. Screening was conducted at 20 dB at 1000 Hz, 2000 Hz, and 4000 Hz.My Template ExamplesUse this section to write your own personalized templates.Articulation AssessmentImportant!-By law, a Speech Evaluation must include evaluation of articulation, fluency AND voice, even though the referral concern may be in only one area.-If articulation is not a primary concern, observe articulation informally throughout the Speech Evaluation, and include a brief statement here.Include in this section (if articulation is a primary referral concern)-Standardized assessment of articulation skills (scores, description of errors)-Informal observation of articulation (i.e. intelligibility rating and stimulability) -Oral Mechanism Structure & Functioning Exam-Interpretation of scores and synthesis of articulation assessment data-Documentation of negative educational impactCompanion Template Example (articulation not a primary referral concern)$’s articulation skills were observed informally throughout the Speech Evaluation. No articulation errors were noted in conversation. Articulation skills appear to be age-appropriate at this time.My Template ExamplesUse this section to write your own personalized templates.Remember, test descriptions can be found at the end of this report. You may wish to copy and paste your most frequently used test descriptions directly into this section.Fluency AssessmentImportant!-By law, a Speech Evaluation must include evaluation of articulation, fluency AND voice, even though the referral concern may be in only one area.-If fluency is not a primary concern, observe fluency informally throughout the Speech Evaluation, and include a statement here.Include in this section (if fluency is a primary referral concern)-Standardized assessment of fluency skills, if applicable-Description of type, frequency, & severity of dysfluency-Description of secondary characteristics-Informal observation of fluency (i.e. intelligibility rating and speech sample)-Interpretation of scores and synthesis of fluency assessment data-Documentation of negative educational impactCompanion Template Example (if fluency is not a primary referral concern)$’s fluency skills were observed informally throughout the Speech Evaluation. No disfluencies were noted in conversation. Fluency skills appear to be normal at this time.My Template ExamplesUse this section to write your own personalized templates.Remember, test descriptions can be found at the end of this report. You may wish to copy and paste your most frequently used test descriptions to this section.Voice AssessmentImportant!-By law, a Speech Evaluation must include evaluation of articulation, fluency AND voice, even though the referral concern may be in only one area.-If voice is not a primary concern, observe voice informally throughout the Speech Evaluation, and include a statement here.-In the unlikely circumstance that significant vocal concerns are noted during the evaluation when they were not noted on the initial referral, include your voice evaluation information here. Remember, a student cannot be found eligible for specific voice needs without a doctor’s completion of a Physician’s Statement form; however, your evaluation results should certainly be included in the report.Include in this section (if voice is a primary referral concern)-Description of Physician’s Statement form and applicable findings-Informal observation and description of vocal characteristics-Synthesis of voice assessment data-Documentation of negative educational impactCompanion Template Example (if voice is not a referral concern)$’s vocal quality was observed informally throughout the Speech Evaluation. No vocal problems were noted in conversation. $’s voice appears to be in the adequate range for school functioning at this time.My Template ExamplesUse this section to write your own personalized templates.Language AssessmentComprehensive Language Test: Scores and InterpretationInclude in this section-As described in the Referral & Screening Process document, at least one comprehensive language test must be administered for all Language Evaluations. Describe and interpret the test(s) here.-Remember, test descriptions may be found at the end of this document. You may wish to cut and paste your most commonly used tests to this location.My Template ExamplesUse this section to write your own personalized templates.Supplemental Tests / Informal Measures: Scores and InterpretationInclude in this section-Supplemental / Supporting Test results and interpretation-Teacher Observations-Language Sample information (if applicable)-Documentation / discussion of negative academic impact may go here or under Classroom Observation.-Remember, test descriptions may be found at the end of this document. You may wish to cut and paste your most commonly used tests to this location.My Template ExamplesUse this section to write your own personalized templates.Classroom ObservationInclude in this section-Description of Classroom Observation conducted by SLP-Documentation / discussion of negative academic impact may go here or under Informal Measures above.My Template ExamplesUse this section to write your own personalized templates.SUMMARY OF FINDINGS AND PROPOSED ELIGIBILITY:Include in this section-A synthesis of your evaluation findings and proposal of eligibility.-Summarize key points of your evaluation. -Make sure to address the three “prongs” required for eligibility:*Skills are significantly below those of their peers*Reduced skills have a negative educational impact*Specific skills of the SLP are necessary for remediationCompanion Template ExamplesExample 1:$ is an xxxxx year, xxxxx month old (boy/girl) attending xxxx grade at xxxxxxxxxx School. $’s speech is characterized by xxxxxxxxxxxxxx. These errors indicate a (mild/moderate/severe) articulation delay compared to other students of (his/her) age, making (his/her) speech difficult to understand in the classroom. $ is not able to easily make these sounds with a model, indicating that speech therapy may be the best way for $ to learn correct production of these sounds.Example 2:$ is a xxxx year, xxxx month old (boy/girl) attending xxxxx grade at xxxxxxxxxxxx School. $’s ability to express (himself/herself) verbally in the classroom is significantly below that of other students (his / her) age. Performance on the xxxxxxxxxx Test indicated skills in the (mild/moderate/severe) range of Language Impairment. Verbal comprehension skills were in the average range. $’s teacher noted that (he/she) has difficulty asking and answering questions in class. Standard classroom-based teaching techniques have not been successful in improving $’s verbal expression skills. Speech therapy would provide the necessary environment to teach the specific communication skills $ needs to succeed in the classroom.Pick one statement below to add to your summary:$ appears to meet eligibility criteria for enrollment in a program for children with Speech or Language Impairment according to Indiana’s Special Education Rules (Article 7).$ does not appear to meet eligibility criteria for enrollment in a program for children with Speech or Language Impairment according to Indiana’s Special Education Rules (Article 7).My Template ExamplesUse this section to write your own personalized templates.RECOMMENDATIONS:Include in this section-A statement about the Case Conference Committee needing to consider the results of the evaluation to determine panion Template ExamplesThe Case Conference Committee should consider the results of this evaluation regarding eligibility for enrollment in a program for children with Speech and Language Impairments. My Template ExamplesUse this section to write your own personalized template, if you prefer a different wording than the one above.SUGGESTIONS FOR CLASSROOM AND HOME:Include in this section-Suggestions for the teacher to implement in the classroom-Suggestions for the parent to implement at homeTip: Many Speech-Language Pathologists with SSJCSS have copies of the book, Speech and Language Classroom Intervention Manual by Jacquelyn S. Hagan; Steven B. McDonald; and Jacqueline Meyer. This manual has many ideas that apply to this section. Our hope is that SLPs write home and classroom suggestions, they will share their content through a running Google document, allowing you to insert the ones you like straight into this Companion Document.My Template ExamplesUse this section to write your own personalized menu of suggestions to select from for each student.SIGN REPORT:Important!Don’t forget to change Ms. Preachy Speechy to your name and certification : )ASSESSMENT DESCRIPTIONSJust a Note: Many of these assessment descriptions are from the website, home-speech-. The website specifically gives permission for SLPs to use their test descriptions, but we wanted to give credit to this wonderful site for sharing! Significant contributions were also made by Aimee Tannas and Amy Barrow. Thanks, ladies! If you own a test which is not represented here, please feel free to submit your own test description and we will add it to our master list. Disclaimer: This is not a guarantee of correct information. Each SLP is responsible for making sure their test descriptions are accurate. Please feel free to rewrite the test descriptions to your liking prior to using them.ARTICULATION TESTSThe Goldman Fristoe Test of Articulation-2 (GFTA-2) is designed to provide a systematic means of assessing an student’s articulation in single words. Descriptive information about the individual's articulation skills is obtained through three subtests: Sound-in-words, Sound-in-syllables, and Stimulability. FORMTEXT ?????'s errors are listed below with error sound followed by target sound: Initial position of words: FORMTEXT ?????Medial position of words: FORMTEXT ?????Final position of words: FORMTEXT ?????Blends: FORMTEXT ?????The Indiana State Speech Guidelines state that (males / females) typically acquire the xxxxx sound by age xxxxx. The Structured Photographic Articulation Test II (SPAT-D:II): The SPAT-D:II uses 40 photographs to spontaneously elicit the child’s production of consonant sounds. It is designed to assess the phonological repertoire of the 3 through 9 year old child in a natural manner. It also has a sample vowel repertoire and allows for noting production of consonants in connected speech through reading or sentence imitation.Errors:Initial:Medial:Final:The Indiana State Speech Guidelines state that (males / females) typically acquire the xxxxx sound by age xxxxx. The Contextual Probes of Articulation Competence (CPAC) portion of the Secord Contextual Articulation Tests (S-CAT) is a measure of a student's ability to produce target phonemes in a variety of phonetic contexts. The CPAC probes for the FORMTEXT ????? phoneme FORMTEXT ????? were targeted as these were the typical error patterns noted during the evaluation/therapy session. Each probe targets single words, words in clusters/phrases and sentences. FORMTEXT ?????'s responses are judged correct or incorrect and a percentage of accuracy determined, similar to tasks done in therapy sessions. FORMTEXT ?????'s percentages are listed below:target phoneme % in words % in clusters % in sentences FORMTEXT ????? FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????The Photo Articulation Test-Third Edition (PAT-3) is a measure of a student’s spontaneous articulation of consonant, vowels and diphthongs. FORMTEXT ?????’s errors are listed below by word position with error/target.Initial position of words: FORMTEXT ?????Medial position of words: FORMTEXT ?????Final position of words: FORMTEXT ?????Blends: FORMTEXT ?????The Entire World of R: Screening Form: This screening examines the production of /r/ in all word positions. All /r/ sounds are examined. These include:/air/ - airplane, ferry, fair/or/ - orange, skateboard, snore/ar/ - army, barn, star/er/ - earth,mermaid, camera, anchor/ear/ - ear phones, cereal, deer/rl/ - squirrel/ire/ - iron skillet, fireman, umpirePrevocalic /r/ - ringThis screening provides a more in-depth look at what /r/ sounds the student can and cannot produce at the word level. The screening revealed that $ displays difficulty with all variations of the /r/ phoneme at the word level, with some occasional correct productions (xxxxxxxxxx)The Stephens Oral Language Screening Test provides information about a student’s ability to produce speech sounds within sentences. The sentences are modeled by the evaluator and the child repeats the sentence. It does not give normative scores, but instead allows the examiner to informally assess articulation skills within sentences.The Sentence Repetition Test provides information about a student’s ability to produce speech sounds within sentences. The sentences are modeled by the evaluator and the child repeats the sentence. It does not give normative scores, but instead allows the examiner to informally assess articulation skills within sentences.PHONOLOGY TESTSThe Comprehensive Test of Phonological Processing (CTOPP) is a standardized measure of three types of phonological processing: phonological awareness, phonological memory and rapid naming. Phonological awareness refers to an individual’s awareness of and access to the sound structure of FORMTEXT ????? oral language. Phonological memory refers to coding information phonologically for temporary storage in working or short-term memory. Rapid naming requires efficient retrieval of phonological information from long-term or permanent memory. Analysis of FORMTEXT ?????’s responses indicated FORMTEXT ?????.The Hodson Assessment of Phonological Patterns-third edition (HAPP-3) is designed to analyze phonological deviations of children with highly unintelligible speech. The comprehensive phonological evaluation uses a combination of objects and picture cards to elicit the child’s spontaneous single word production. These responses are then analyzed for Total Occurrence of Major Phonological Deviations (TOMPD) to determine severity rating. In addition, percentages of occurrence are calculated for 11 major deviations. The Consonant Category Deficiencies Sum is used to calculate the Ability Score which has a mean of 100 and 85-115 being the range of average as well as a percentile rank score which indicates that when compared to 100 other children FORMTEXT ????? chronological age, FORMTEXT ????? surpassed FORMTEXT ????? of them.TOMPD Severity Rating: FORMTEXT ?????Consonant Category Deficiencies Sum: FORMTEXT ?????Ability Score: FORMTEXT ?????Percentile Rank: FORMTEXT ?????Analysis of FORMTEXT ?????’s responses indicated the following phonological processes to be occurring a significantly high percentage: FORMTEXT ?????. FORMTEXT ????? was FORMTEXT ????? stimulable for correct production of FORMTEXT ????? when provided with models and cues.The Khan-Lewis Phonological Analysis-2 (KLPA-2) is a norm-referenced analysis of overall phonological process usage. The percent of occurrence scores indicate how frequent the process is used by the child to simplify the speech process. FORMTEXT ????? demonstrated a significantly high occurrence of the following processes: FORMTEXT ?????. FORMTEXT ?????’s use of these patterns significantly impact FORMTEXT ????? overall ability to be understood in single words and connected speech.APRAXIA TESTSThe Kaufman Speech Praxis Test for Children (KSPT) is a norm-referenced, standardized assessment of a child's speech production to assist in identifying and determining treatment options for children with developmental dyspraxia of speech. Developmental dyspraxia of speech is the inability to plan, coordinate and produce non-habitual oral movements necessary to produce syllables and words. The test is presented in four parts of increasing difficulty and administration is dependent on the individual's level of functioning. Each part is norm-referenced and generates a standard score where 100 is mean and 85-115 being the range of average. Test partsStandard ScorePart 1: Oral Movement FORMTEXT ?????Part 2: Simple FORMTEXT ?????Part 3: Complex FORMTEXT ?????Part 4: Spontaneous Length FORMTEXT ????? FORMTEXT ?????'s standard score on Part FORMTEXT ????? of FORMTEXT ????? is considered FORMTEXT ?????. EXAMINATION OF THE ORAL SPEECH MECHANISMAn Examination of the Oral Speech Mechanism was performed to determine if oral structure and function are adequate for speech production. FORMTEXT ????? errors/concerns were noticed during the exam. The child was FORMTEXT ????? to perform all tasks required and diadokokinetic rate was FORMTEXT ?????. Oral motor structure and functions were judged to be FORMTEXT ????? for speech production.FLUENCY TESTSThe Stuttering Prediction Instrument is utilized to predict the occurrence of stuttering. The sections include: history, reactions, part-word repetitions, prolongations, and frequency. The student received a Total Score of FORMTEXT ?????, which can be converted into a percentile ranking of FORMTEXT ?????. This score is viewed as FORMTEXT ?????.The Stuttering Severity Instrument-third edition (SSI-3) assesses three major parameters of dysfluent speech including frequency, duration, and physical concomitants. By adding the scores for the three parameters, a total overall score is obtained and compared to others in similar age ranges. FORMTEXT ?????’s total overall score of FORMTEXT ????? is at the FORMTEXT ????? percentile and is considered to be FORMTEXT ?????.COMPREHENSIVE LANGUAGE TESTS (must administer at least one)Clinical Evaluation of Language Fundamentals-5 (CELF-5): The CELF-5 is an individually-administered clinical tool for the identification, diagnosis, and follow-up evaluation of language and communication disorders in children 5-21 years old. It provides a flexible, multi-perspective assessment process for pinpointing a child’s language and communication strengths and weaknesses, identifying deficits in reading comprehension and written expression, and for making educationally relevant recommendations for intervention and accommodation. 1. Core Language Score (CLS): a measure of general language ability. It quantifies a student’s overall language performance. The Core Language score is derived by summing the scaled scores from the four CELF-5 tests that best discriminate typical language performance from disordered language performance. The four tests that make up a Core Language Score vary depending on a student’s age.2. Receptive Language Index Score (RLI): a measure of listening and auditory comprehension.3. Expressive Language Index Score (ELI): an overall measure of expressive language skills. 4. Language Content Index Score (LCI): a measure of various aspects of semantic (word meaning) development, including vocabulary, concept and category development, comprehension of associations and relationships among words, interpretation of factual and inferential information presented orally, and the ability to create meaningful semantically and syntactically correct sentences.5. Language Structure Index Score (LSI): an overall measure of receptive and expressive components of interpreting and producing sentence structure. The ability to process and produce language according to morphological and structural rules (grammar) is required as is the ability to formulate and repeat compound and complex sentences. This score is calculated only for children 5-8 years old.6. Language Memory Index Score (LMI): a measure of the ability to recall spoken directions; generate a sentence given on or two target words; and interpret sentences that make comparison or describe locations, time, or ordinal relationships. It provides a measure of the ability to apply memory to language tasks. This score is derived only for students’ ages 9-21 years.Standard Scores for Ages 5-8: (average scores range from 85-115)Core Language Score: Receptive Language Index: Expressive Language Index: Language Content Index: Language Structure Index: Standard Scores for Ages 9-21: (average scores range from 85-115)Core Language Score: Receptive Language Index: Expressive Language Index: Language Content Index: Language Memory Index: Test Scaled Scores: (average scores range from 7- 13)Sentence Comprehension:Linguistic Concepts:Word Structure:Word Classes:Following Directions:Formulated Sentences:Recalling Sentences:Understanding Spoken Paragraphs:Word Definitions:Sentence Assembly:Semantic Relationships:Pragmatics Profile:Reading Comprehension:Structured Writing:Below you will find two different versions for the CELF-4. Version 1:Clinical Evaluation of Language Fundamentals-4 (CELF-4): The CELF-4 is a test for the identification, diagnosis, and follow-up evaluation of language and communication disorders in children 5-21 years old. It provides a flexible, multi-perspective assessment process for pinpointing a child’s language and communication strengths and weaknesses, and for making educationally relevant recommendations for intervention and accommodation. Core Language Score: a measure of general language ability that quantifies a student’s overall language performance and is used to make decisions about the presence or absence of a language disorder. The Core Language score is derived by summing the scaled scores from the subtests that best discriminate typical language performance from disordered language performance. To derive the scores, the sum of the scaled scores of four out of six of the following six subtests is taken (depending on the student’s age): Concepts and Following Directions, Word Structure, Recalling Sentences, Formulated Sentences, Word Classes 2, and Word Definitions.Receptive Language Index Score: a measure of listening and auditory comprehension. Expressive Language Index Score: an overall measure of expressive language skills. Language Content Index Score: a measure of various aspects of semantic (word meaning) development, including vocabulary, concept and category development, comprehension of associations and relationships among words, interpretation of factual and inferential information presented orally, and the ability to create meaningful semantically and syntactically correct sentences.Language Structure Index Score: an overall measure of receptive and expressive components of interpreting and producing sentence structure. The ability to process and produce language according to morphological and structural rules (grammar) is required as is the ability to formulate and repeat compound and complex sentences. This score is calculated only for children 5-8 years old.Language Memory: a measure of the ability to recall spoken directions, formulate sentences with given words, and identify semantic relationships. It provides a measure of the ability to apply working memory to linguistic content and structure. This score is derived only for students’ ages 9-21 years.Working Memory Index Score: a measure of attention, concentration, and recall of symbol sequences.Standard Scores: (average scores range from 85-115)Core Language: Receptive Language: Expressive Language: Language Content: Language Structure: Language Memory:Working Memory: Subtest Standard Scores: (average scores range from 7-13)Concepts and Following Directions:Word Structure:Recalling Sentences:Formulated Sentences:Word Classes - Receptive:Word Classes - Expressive:Word Classes - Total:Expressive Vocabulary:Sentence Structure:Understanding Spoken Paragraphs:Number Repetition - Forward:Number Repetition - Reverse:Number Repetition - Total:Familiar Sequences:Here is the second version for the CELF-4:The Clinical Evaluation of Language Fundamentals-4 (CELF-4) is a standardized measure of receptive and expressive language skills. Core language $ was administered four core subtests of the CELF-4 from which $’s Core language score was dervied. The Core Language Score (CLS) is considered to be the most representative measure of $’s language skills. For this standard score, 100 is mean and 85-115 is considered the range of average for $’s chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. (RLI ages 5-8)The receptive language index (RLI) is a cumulative measure of $’s performance on two or three subtests designed to best probe receptive aspects of language including comprehension and listening. Each subtest yields a scaled score where 10 is mean and 7-13 is considered the range of average. The following subtests were administered to obtain $’s RLI: SubtestScaled ScoreInterpretationConcepts and Directions---------------------- FORMTEXT ?????------------------- FORMTEXT ?????Word Classes----------------------------------- FORMTEXT ?????------------------- FORMTEXT ?????Sentence Structure----------------------------- FORMTEXT ?????------------------- FORMTEXT ?????The three subtest’s scores are then given a standard score for receptive language. For this standard score 100 is mean and 85-115 is considered the range of average for $’s chronological age. $’s RLI standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated that $ had difficulty comprehending FORMTEXT ?????.(ELI ages 5-8)The expressive language index (ELI) is a cumulative measure of $’s performance on three subtests designed to best probe expressive aspects of language including oral language expression. Each subtest yields a scaled score where 10 is mean and 7-13 is considered the range of average. The following subtests were administered to obtain $’s ELI:SubtestScaled ScoreInterpretationWord Structure--------------------------------- FORMTEXT ?????------------------ FORMTEXT ?????Recalling Sentences--------------------------- FORMTEXT ?????------------------ FORMTEXT ?????Formulated Sentences------------------------- FORMTEXT ?????------------------ FORMTEXT ?????The three subtest's scores are then given a standard score for expressive language. For this standard score 100 is mean and 85-115 is considered the range of average for $’s chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated difficulty FORMTEXT ?????.Language Content IndexThe Language Content Index (LCI) is a cumulative measure of $’s performance on three subtests designed to probe semantic knowledge. The LCI standard score has a mean of 100 and 85-115 is considered the range of average for $’s chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????.(RLI ages 9-21)The receptive language index (RLI) is a cumulative measure of $’s performance on two subtests designed to best probe receptive aspects of language including comprehension and listening. Each subtest yields a scaled score where 10 is mean and 7-13 is considered the range of average. The following subtests were administered to obtain $’s RLI:SubtestScaled ScoreInterpretationConcepts and Directions----------------- FORMTEXT ?????------------------- FORMTEXT ?????Word Classes-Receptive----------------- FORMTEXT ?????------------------- FORMTEXT ?????The two subtest's scores are then given a standard score for receptive language. For this standard score 100 is mean and 85-115 is considered the range of average for $’s chronological age. $'s RLI standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated that $ had difficulty comprehending FORMTEXT ?????.(ELI ages 9-21)The expressive language index (ELI) is a cumulative measure of $’s performance on three subtests designed to best probe expressive aspects of language including oral language expression. Each subtest yields a scaled score where 10 is mean and 7-13 is considered the range of average. The following subtests were administered to obtain $’s ELI:SubtestScaled ScoreInterpretationRecalling Sentences-------------------------- FORMTEXT ?????--------------------- FORMTEXT ?????Formulated Sentences------------------------ FORMTEXT ?????--------------------- FORMTEXT ?????Word Classes-Expressive-------------------- FORMTEXT ?????--------------------- FORMTEXT ?????The three subtest's scores are then given a standard score for expressive language. For this standard score 100 is mean and 85-115 is considered the range of average for $’s chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????The Clinical Evaluation of Language Fundamentals Preschool-2nd Edition (CELF P-2) was administered to formally assess $’s understanding and use of language (receptive and expressive language skills). Specifically, the test uses several subtests to explore the foundations of language form and content: word meanings, word and sentence structure, and recall of spoken language. Where standard scores between 85 and 115 fall in the average range, $’s Receptive Language Score of The Rossetti Infant-Toddler Language Scale is an inventory checklist of developmental communication skills across several expressive and receptive language areas. Information is gathered from parent interview and/or observation and yield age performance estimates across developmental levels. $’s responses indicated skills in the areas of FORMTEXT ????? and demonstrated needs in the following areas: FORMTEXT ?????.Preschool Language Scale – 3 (PLS – 3): The PLS-3 can be used to assess receptive and expressive language skills in infants and young children. The two subscales, Auditory Comprehension and Expressive Communication, enable the clinician to evaluate a child’s relative ability in receptive and expressive language. The PLS-3 also assesses behaviors considered to be language precursors.Standard Score: (average scores range from 85-115)Auditory Comprehension:Expressive Communication: Total:The Preschool Language Scale-4 (PLS-4) is a standardized assessment to assist in identifying children who have a language disorder or delay. It is composed of two subscales: Auditory Comprehension (AC) and Expressive Communication (EC). The Auditory Comprehension is used to evaluate how much language a child understands. The tasks for preschool-age children assess comprehension of basic vocabulary, concepts, and grammatical markers. The Expressive Communication is used to determine how well a child communicates with others. Pre-school age children are asked to name common objects, use concepts that describe objects and express quantity, and use specific prepositions, grammatical markers, and sentence structures. The responses to each subscale questions yield a standard score where 100 is mean and 85-115 is considered the range of average for $’s chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths in the areas of FORMTEXT ????? and also that $ had difficulty comprehending/using FORMTEXT ?????The Preschool Language Scale- 5th Edition (PLS-5) was used to formally assess $’s language skills. The Auditory Comprehension subtest was administered to determine $’s understanding of language (receptive language skills) while the Expressive Communication subtest measured her ability to use language (expressive language skills).The Preschool Language Scales-5th Edition (PLS-5) was administered to assess $’s language skills. Where standard scores between 85 and 115 are considered average, $’s scores were as follows:Auditory Comprehension: Expressive Communication: Total Language: The Auditory Comprehension subtest of the PLS-5 examined $’s understanding of language (receptive language skills). For preschool-age children, receptive language tasks on this subtest include comprehending basic vocabulary, concepts, and grammatical markers as well as following directions. $’s receptive language score of The Expressive Communication subtest looked at $’s ability to use language to communicate with others (expressive language skills). On this subtest, preschool-age children are asked to name common objects, use concept words that express quantity and location of objects, use grammatical markers, and construct short phrases/sentences to communicate. $’s score of xxxxxBelow you will find several versions for the CASL. Version 1:Comprehensive Assessment of Spoken Language (CASL) is a norm-referenced oral language assessment battery of tests for children and young adults aged 3-21 years. The battery is designed to measure the processes of comprehension, expression, and retrieval in four language categories:~Lexical/Semantic – assesses knowledge and use of words and word combinations~Syntactic – assesses knowledge and use of grammar (morphology and syntax)~Supralinguistic – measures comprehension of complex language in which meaning is not directly available from lexical or grammatical information~Pragmatic – measures awareness of the appropriateness of language in relation to the situation in which it is used and ability to modify language to the situation.Standard Scores: (average scores range from 85-115)Core Composite:Lexical/Semantic:Antonyms:Synonyms:Sentence Completion:Idiomatic Language:Syntactic:Syntax Construction:Paragraph Comprehension of Syntax:Grammatical Morphemes:Sentence Comprehension of Syntax:Grammaticality Judgment:Supralinguistic:Nonliteral Language:Meaning from Context:Inference:Ambiguous Sentences:Pragmatic Judgment:CASL version 2:The Comprehensive Assessment of Spoken Language (CASL) is a norm-referenced oral language assessment battery of tests for children and adults aged 3-21. Each of the CASL tests is individually administered and yields a standard score compared to other individuals of the same chronological age. For this standard score 100 is mean and 85-115 is considered the range of average for $’s chronological age.Lexical/Semantic Category of TestsCASL-basic concepts: This test measures the ability of young children to comprehend words that refer to basic perceptual and conceptual relationships such as size, shape, quantity, quality, distance, direction, and position. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-antonyms: the antonyms test is designed to measure the ability to identify words that are opposite in meaning and to be able to retrieve, generate and produce a single word when its opposite is given as a stimulus. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-synonyms: This test is designed in a multiple choice format to allow the student to recognize from a list of words the word that would have the same meaning or that is sufficiently alike in meaning to be substituted for the stimulus word. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-sentence completion: This test is a measure of word retrieval, knowledge, and expression within a linguistic context. The student is required to comprehend the vocabulary and syntactic structure of the stimulus sentences as well as have sufficient world knowledge to use its content and grammatical structure to generate an acceptable completion using a single word. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-idiomatic language: For this test, students are asked to complete a given idiom. Idioms are defined as a group of words that when used together in a particular linguistic or environmental context, have a conventional meaning different from the literal rendering of the individual words. This test measures a student’s knowledge, retrieval and oral expression of American English idioms. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.Syntactic Category of TestsCASL-syntax construction: this test is designed to assess the ability to generate sentences with an emphasis on the use of the rules that govern sentence formulation and expression. These include basic sentence types and verb tense rules. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-paragraph comprehension: this test measures the comprehension of sentence structure (syntax). It consists of short stories containing simple to complex sentences and the student is then asked to point to pictures that answer simple questions about each story. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-grammatical morphemes: this test measures the metalinguistic knowledge of the form and meaning of the grammatical morphemes in the English language. Morphemes are words or word endings that add meaning to sentences such as plurals, possessives, pronouns, derivational suffixes, etc… $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-sentence comprehension: This test measures the ability to comprehend the meaning of the structure organization of sentences. It assesses the ability to comprehend sentence types such as simple, complex, and embedded declarative sentences with one or more phrase/clause and grammatical structures including active/passive voice, direct/indirect objects, possessive forms, prepositions and negatives. It also assesses the ability to comprehend word order when such order distinguishes meaning. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-grammaticality judgment: this test assesses the student’s ability to make immediate judgments of the grammaticality of presented sentences and to correct those sentences that present with errors. The test looks at the student’s ability to recognize and correct errors in the use of the syntactic areas of noun-verb agreement, noun number, verb tense, pronouns, negatives, prepositions, irregular forms, direct/indirect objects, active/passive voice coordination, and embedding. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.Supralinguistic Category of TestsCASL-nonliteral language: this test is designed to assess the ability to comprehend nonliteral language in the form of figurative speech, indirect requests, and sarcasm. The student must be able to recognize that spoken language cannot always be interpreted in a literal manner and then give an explanation of how the spoken language was intended to be interpreted. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-meaning from context: this test measures derivation of the meaning of words from their oral linguistic context. It measures the inference ability that does not require the student to use world knowledge to arrive at the full meaning of the spoken text but rather for him/her to rely on information found within the linguistic context of the immediate stimulus to determine meaning of an unknown word. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-inference: this test measures the student’s ability to use previously acquired world knowledge to derive meaning from inferences. Students must integrate appropriate world knowledge with information provided in messages spoken by the examiner in order to comprehend what the sentences mean. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL-ambiguous sentences: this test assesses the ability to comprehend sentences containing elements that produce ambiguity. The elements in the test that cause the ambiguity are words that can have more than one meaning and sentences that can be interpreted in more than one way. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.Pragmatic Category of TestsCASL-pragmatic judgment: this test is designed to measure the knowledge and use of pragmatic rules of language by having the student judge the appropriateness of language used in a specific situation or to actually respond with appropriate language for a given situation. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty FORMTEXT ?????.CASL Version 3:The Comprehensive Assessment of Spoken Language (CASL) was used to formally assess $’s understanding of spoken language and ability to use language at an age expected level. Where scores between 85 and 115 are average, $’s Core Composite standard score of Xxxxxxx on this test was xxxxxxxxxx. $’s individual subtest standard scores on the CASL were as follows:Basic Concepts: Sentence Completion: Syntax Construction: Paragraph Comprehension: Pragmatic Judgment: On the Basic Concepts subtest, $ demonstrated knowledge of words that describe location, quantity, size, etc. Knowledge of these words is important for following directions The Sentence Completion subtest measured $’s word knowledge, retrieval, and oral expression skills. The Syntax Construction subtest assessed $’s oral expression of words, phrases, and sentences. He easily repeated sentences verbatim, used phrases to complete sentences, and demonstrated appropriate use of verb tenses, plurals, and other grammatical structures. On the Paragraph Comprehension subtest, $ had to listen to stories and answer questions regarding details of the stories. The Paragraph Comprehension subtest was administered to determine $’s auditory comprehension of syntax (understanding of sentence construction/word order). The final subtest of the CASL, Pragmatic Judgment, examined $’s knowledge and use of pragmatic/social language rules and his ability to judge their appropriate use in various scenarios. The Oral-Written Language Scale (OWLS) is a standardized assessment of receptive and expressive language skills. It consists of three scales: Listening Comprehension (LCS), Oral Expression (OES) and Written Language. The skills of oral language (LCS and OES) are often assessed separately from those of written language and by professionals in varied fields. The LCS is designed to measure the understanding of spoken language. The student is asked to respond by pointing to one of four pictures that correspond to the word or sentence given by the examiner. The OES is designed to measure the understanding and use of spoken language. The student is asked to respond orally by answering a question, completing a sentence, or generating one or more sentences. The test responses yield a standard score where 100 is mean and 85-115 is considered the range of average for FORMTEXT ?????chronological age. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated that FORMTEXT ????? had difficulty comprehending/using FORMTEXT ?????.The Oral and Written Language Scales, Second Edition (OWLS-II) is an assessment of receptive and expressive language for children and young adults. The OWLS-II consists of four scales: Listening Comprehension (LC) scale measures oral language reception, which is the understanding of spoken language. The examiner orally presents increasingly difficult words, phrases, and sentences to the student who then responds by pointing to or stating which of four pictures is correct.; Oral Expression (OE) scale measures oral language expression, which is the use of spoken language. The examiner presents a verbal prompt along with a picture and the student must respond orally to the prompt with increasing difficult language.Oral LanguageRaw ScoreStandard Score PercentileTest AgeScalesRankEquivalentListening Comprehension------ ------------ ------Oral Expression------ ------------ ------Oral Language------ ------------ ------CompositeComposite Scores Raw ScoreStandard Score PercentileRankReceptive Language ------------------Expressive Language ------ ------------Overall Language------------------***** Summary paragraphs have options **** Read carefully and chose what applies to your situation. Based on the assessment using the OWLS-II, oral language scales, $ presented with standard scores that are within 1.5 standard deviations of the mean of 100 and are within normal limits. Deficits were not noted in listening comprehension or oral expression. Based on the assessment using the OWLS-II, oral and written language scales, $ presented with standard scores that are within 1.5 standard deviations of the mean of 100 and are within normal limits. Deficits were not noted in listening comprehension or oral expression.Analysis of the receptive language scores revealed that $ has skills within functional limits for academic performance. Analysis of the expressive language scores revealed that $ has skills within functional limits for academic performance. Therefore overall language skills are functional for $’s academic success.Based on the assessment using the OWLS-II, oral language scales, $ presented with standard scores that are not within 1.5 standard deviations of the mean of 100 and are not within normal limits. Deficits were noted in listening comprehension that may affect academic performance with difficulty following directions and comprehending differences in meaning when verb tenses change or other inflections are used. Difficulties with oral expression may be related to syntax deficits and difficulty constructing sentences correctly in the oral and written modes and may have a negative impact on $’s academic performance.Analysis of the receptive language scores revealed that $ has skills are not within functional limits therefore academic performance may be affected by xxxxxxxx. Analysis of the expressive language scores revealed that $ has skills which are not within functional limits for academic performance and may have difficulties with the following xxxxxx. Therefore overall language skills are not functional for $’s academic success.TOLD-I:3 Version 1:Test of Language Development-Intermediate: 3rd Edition (TOLD-I: 3) – The TOLD-I: 3 was specifically designed for children ages 8.6 through 12.11. It is a standardized test that measures a child’s expressive and receptive competency in the major components of linguistics. These major components are identified as phonology (the sound system of language); syntax (the structure of language including grammar); and semantics (the meaning of language). The TOLD-I: 3 also provide the examiner with a comparative index of a child’s language strengths and weaknesses.Standard Score: (average scores range from 90-110)TOLD-I:3 Version 2:The Test of Language Development-Intermediate: third edition (TOLD-I: 3) is designed to measure the various features and systems of language of children between the ages of 8-0 and 12-11. It is comprised of six subtests, each of which derives a standard score based on 10 being the mean and 7-13 the range of average. These subtests are then used to generate composite quotients where 100 is the mean and 85-115 being the range of average when compared to other children of the same chronological age.SubtestStandard ScoreInterpretationSentence Combining FORMTEXT ????? FORMTEXT ?????Picture Vocabulary FORMTEXT ????? FORMTEXT ?????Word Ordering FORMTEXT ????? FORMTEXT ?????Generals FORMTEXT ????? FORMTEXT ?????Grammatic Comprehension FORMTEXT ????? FORMTEXT ?????Malapropisms FORMTEXT ????? FORMTEXT ?????CompositesQuotientsInterpretationSpoken Language FORMTEXT ????? FORMTEXT ?????Listening FORMTEXT ????? FORMTEXT ?????Speaking FORMTEXT ????? FORMTEXT ?????Semantics FORMTEXT ????? FORMTEXT ?????Syntax FORMTEXT ????? FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to FORMTEXT ?????age peers. Analysis of $’s responses indicated strengths/difficulties with FORMTEXT ?????.The Test of Language Development-Primary: third edition (TOLD-P: 3) is designed to measure the various features and systems of language of children between the ages of 4-0 and 8-11. It is comprised of six subtests, each of which derives a standard score based on 10 being the mean and 7-13 the range of average. These subtests are then used to generate composite quotients where 100 is the mean and 85-115 being the range of average when compared to other children of the same chronological age. Additional supplemental subtests, which assess word discrimination, phonemic analysis and word articulation are added to the test battery but are not a component of the core composite scores.SubtestStandard ScoreInterpretationPicture Vocabulary FORMTEXT ????? FORMTEXT ?????Relational Vocabulary FORMTEXT ????? FORMTEXT ?????Oral Vocabulary FORMTEXT ????? FORMTEXT ?????Grammatic Understanding FORMTEXT ????? FORMTEXT ?????Sentence Imitation FORMTEXT ????? FORMTEXT ?????Grammatic Completion FORMTEXT ????? FORMTEXT ?????CompositesQuotientsInterpretationSpoken Language FORMTEXT ????? FORMTEXT ?????Listening FORMTEXT ????? FORMTEXT ?????Organizing FORMTEXT ????? FORMTEXT ?????Speaking FORMTEXT ????? FORMTEXT ?????Semantics FORMTEXT ????? FORMTEXT ?????Syntax FORMTEXT ????? FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to FORMTEXT ?????age peers. Analysis of $’s responses indicated strengths/difficulties with FORMTEXT ?????.Test of Language Development-Primary 4th Edition (TOLD-P:4) – The TOLD-P:4 was specifically designed for children ages 4.0 through 8.11. It is a standardized test that measures a child’s expressive and receptive competency in the major components of language called linguistic features. These major components are identified as semantics, grammar (syntax and morphology), phonology, and pragmatics. The TOLD-P:4 also provides the examiner with a comparative index of a child’s language strengths and weaknesses.Core Subtests: (average score range from 8-12)Picture Vocabulary (PV) = Relational Vocabulary (RV) = Oral Vocabulary (OV) = Syntactic Understanding (SU) = Sentence Imitation (SI) = Morphological Completion (MC) = Composites: (average score range from 90-110)Listening (PV, SU) = Organizing (RV, SI) = Speaking (OV, MC) = Grammar (SU, SI, MC) = Semantics (PV, RV, OV) = Spoken Language (all subtests) = The Test of Early Language Development-Second Edition (TELD-2) is a measure of the early devleopment of oral language in the areas of receptive and expressive language, syntax, and semantics. It utilizes two parallel formats (Form A and Form B). This child's responses generate a standard score called the Language Quotient based on a mean of 100 and 85-115 being the range of average. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths in the areas of FORMTEXT ????? and also that $ had difficulty comprehending/using FORMTEXT ?????.SUPPLEMENTAL LANGUAGE TESTS-ExpressiveThe Expressive Language Test (ELT) is designed to assess language knowledge and flexibility with expressive language. $’s reponses to the school-related expressive language tasks generated a standard score where the mean is 100 and 85-115 would be the range of average.SubtestStandard Score Sequencing Metalinguistics-Defining Metalinguistics-Generating Examples Metalinguistics-Total Grammar/Syntax Concepts FORMTEXT ?????Categorizing & Describing-Identifying Categories FORMTEXT ?????Categorizing & Describing- Defining Categories FORMTEXT ?????Categorizing & Describing- Generating Examples FORMTEXT ?????Categorizing & Describing -Total FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to FORMTEXT ?????age peers. Analysis of $’s responses indicated strengths/difficulties with FORMTEXT ?????.The HELP Test- Elementary is a diagnostic test of general language skills designed for students ages 6-12 years. Each of the six areas yield information about children’s semantic and syntactical skills in the familiar context of school-related language. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. SubtestStandard ScoreSemantics FORMTEXT ?????Specific Vocabulary FORMTEXT ?????Word Order FORMTEXT ?????General Vocabulary FORMTEXT ?????Question Grammar FORMTEXT ?????Defining FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to FORMTEXT ????? age peers.The Patterned Elicitation Syntax Test (PEST) provides information on a student’s use of grammatical structures and morphophonemic final consonant clusters (i.e. wants, hands, dropped). Responses are then compared to children of a similar age by use of percentile ranks. $’s score is at the FORMTEXT ????? percentile indicating that FORMTEXT ?????. Specifically, $ demonstrated difficulty with the following structures: FORMTEXT ?????.The Structured Photographic Expressive Language Test-third edition (SPELT-3) is a standardized measure of a child’s production of sentences elicited from full color photographs. Visual and auditory stimuli are used to establish the context for a child to use in producing a sentences with specific target language structures. The child’s responses are then analyzed for correct production of the target structures. A standard score is provided with 100 being mean and 85-115 being the range of average based on chronological age. $’s standard score of FORMTEXT ????? is considered to be FORMTEXT ?????. Analysis of $’s responses indicated difficulty using FORMTEXT ?????.The Test for Examining Expressive Morphology (TEEM) is designed to assess expressive morpheme development with children whose language skills range from three to eight years of age. Responses are then analyzed by morphological development and provide an age-level approximation and a standard deviation from the mean. $’s scores indicate an age-level approximation of FORMTEXT ????? which is FORMTEXT ????? standard deviation from the mean. $ demonstrated difficulty with the following morphological structures: FORMTEXT ?????. The Structured Photographic Expressive Language Test-Preschool (SPELT-P) is an assessment of a child’s expressive language structures including prepositions, verb structures, plurals, and negatives. A child is asked to look at a photograph and respond to questions, or complete a sentence elicited by the photo. The child’s responses are then analyzed for the target structure. SUPPLEMENTAL LANGUAGE TESTS - Receptive / Auditory ProcessingThe Listening Test Version 1:The Listening Test: The Listening Test is a diagnostic test of listening for elementary students (6.0 – 11.11). The tasks assess a student’s strengths and weaknesses in specific listening skill areas related to classroom listening situations. The listening Test provides standardized analyses for following listening tasks: Main idea, Details, Concepts, Reasoning, and Story comprehension. This set of tasks allows the examiner to evaluate listening behaviors in situations that reflect classroom listening.Standard Scores: (average total score is between 85-115)Main Idea = Details = Concepts = Reasoning = Story Comprehension = Total Test = The Listening Test Version 2:The Listening Test is a diagnostic test of listening for elementary students. The tasks assess a student's strengths and weaknesses in specific listening skills related to classroom listening situations. Each subtest derives a standard score, which they are then used to generate a total test score where the mean is 100 and 85-115 is the range of average.SubtestStandard ScoreMain Idea FORMTEXT ?????Details FORMTEXT ?????Concepts FORMTEXT ?????Reasoning FORMTEXT ?????Story Comprehension FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to FORMTEXT ????? age peers.The Language Processing Test -Revised (LPT-R) is designed to assess a subject’s ability to attach meaning to language and effectively formulate a response. The two pretests (Labeling and Stating Functions) and the following five subtests are constructed to yield information about specific areas of language processing in a hierarchical order. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. SubtestStandard ScoreAssociations FORMTEXT ?????Categorization FORMTEXT ?????Similarities FORMTEXT ?????Differences FORMTEXT ?????Multiple Meanings FORMTEXT ?????Attributes (Composite Processing) FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age peers.The Test of Auditory Comprehension of Language – third edition (TACL-3) is designed to measure a child's knowledge of specified lexical and grammatical forms. It is comprised of three subtests. Each subtests derives a scaled score where the mean is 10 and 7 to 13 is the range of average. All three subtests are then combined to derive the Total Score where the mean is 100 and the standard deviation is 15. The first, Vocabulary measures the comprehension of the literal and most common meanings of word classes. $ obtained a standard score of FORMTEXT ????? which is at the FORMTEXT ?????th percentile. The Grammatical Morphemes subtest measures the comprehension of morphemes such as prepositions, nouns number and cases, etc. $ obtained a standard score of FORMTEXT ????? which is at the FORMTEXT ?????th percentile. Finally, the Elaborated Phrases and Sentences subtest measures comprehension of elaborated sentence constructions, including the modalities of single and combined constructions embedded sentences etc. $ obtained a standard score of FORMTEXT ????? which is at the FORMTEXT ?????th percentile. Therefore, $ obtained a Total Score standard score of FORMTEXT ?????, which is at the FORMTEXT ?????th percentile. This is considered to be FORMTEXT ????? when compared to $’s age peers. Analysis of $’s responses indicated difficulty comprehending FORMTEXT ?????.Test of Auditory Processing Skills – 3rd Edition (TAPS-3): The TAPS-3 is an individually administered assessment of auditory skills necessary for the development, use, and understanding of language commonly utilized in academic and everyday activities. Norms are provided for ages 4.0 through 18.11. The TAPS-3 subtests were designed to provide information for four areas: auditory attention, basic phonemic skills, auditory memory, and auditory cohesion. Standard Score: (average total score is between 85-115 and 7-13 for subtests)Overall: (all subtests)Phonologic: This group of subtests is important for understanding language and when learning to read.Word discrimination: Phonological segmentation: Phonological blending: Memory: This group of subtests is a measure of basic memory processes, including sequencing. Memory is another process that underlies most processing abilities. If one cannot retain what has been heard and maintain it in correct sequence, one cannot process that information accurately.Number memory forward: Number memory reversed: Word memory: Sentence memory: Cohesion: This group of subtests measures the students ability to not only understand exactly what is said, but also to be able to use inferences, deductions, and abstractions to understand the meaning of the passage.Auditory comprehension: Auditory reasoning: The SCAN*C Test for Auditory Processing Disorders in Children – Revised is an individually administered test used to identify children between 5.0 and 11.11 who have auditory processing disorders and may benefit from intervention. It is an imitative test, requiring only that the child repeat stimulus words or sentences. Standard Scores: (average total score is between 85-115 and 7-13 for subtests)Filtered Words:Auditory Figure-Ground:Competing Words:Competing Sentences:Composite Standard Score:SUPPLEMENTAL LANGUAGE TESTS-Vocabulary, Semantics, Basic ConceptsThe Receptive One-Word Picture Vocabulary Test (ROWPVT) is a standardized measure of a student’s ability to identify words presented orally by the examiner. The student is asked to choose one of four pictures that best represents the word presented. $ obtained a standard score of FORMTEXT ????? (where 100 is the mean and 85-115 is the range of average) which is considered to be FORMTEXT ????? when compared to native English speakers of $’s chronological age.The Expressive One-Word Picture Vocabulary Test (EOWPVT) is a standardized measure of a student’s ability to label objects or groups of objects in pictures. $ obtained a standard score of FORMTEXT ????? (where 100 is the mean and 85-115 is the range of average) which is considered to be a FORMTEXT ????? score when compared to native English speakers of $’s chronological age.The Language Processing Test-Revised: The LPT-R is designed to yield specific information about a student’s language processing abilities through examiner interpretation of responses. It begins with a simple task and progressively increases the demand placed upon the student’s language processing system. This hierarchical approach insures prerequisite skills for increased processing demand. The LPT-R was designed to be administered to children 5-11 years old.Standard Score: (average scores range from 85-115)Associations: Categorization: Similarities: Differences:Multiple Meanings: Attributes: Expressive Vocabulary Test Version 1:The Expressive Vocabulary Test (EVT) is designed to measure expressive vocabulary and word retrieval for Standard American English. The EVT measures expressive vocabulary knowledge with two types of items: labeling and synonym. Word retrieval is measured by comparing expressive and receptive vocabulary skills using standard score differences between EVT and PPVT - III. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. $ obtained a standard score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range when compared to $’s age peers.Expressive Vocabulary Test Version 2:Expressive Vocabulary Test (EVT): This test assesses expressive vocabulary and word retrieval for children and adults aged 2.6 through 90.11 years. The EVT measures expressive vocabulary knowledge with 2 types of items, labeling and synonyms. Word retrieval is evaluated by comparing expressive and receptive vocabulary using standard score differences between the EVT and the PPVT-III.Standard Score: (average scores range from 85-115)Expressive Vocabulary Test, Second Edition (EVT-2): This test is an individually administered, norm-referenced instrument that assesses expressive vocabulary and word retrieval for children and adults aged 2 years, 6 months through 90 years and older. It measure expressive vocabulary knowledge with 2 types if items, labeling and synonym. Word retrieval is evaluated by comp0arining 0065pressive and receptive vocabulary skills using standard score differences between EVT-2 and the conormed PPVT-IV.Standard Score: (average scores range from 85-115)Peabody Picture Vocabulary Test-IV (PPVT-IV): The PPVT-IV is designed as a measure of a person’s receptive (hearing) vocabulary as well as a screening test of verbal ability. It is designed for persons aged 2.6 through 90.11 years.Standard Score: (average scores range from 85-115)The Peabody Picture Vocabulary Test-III (PPVT-III –Form FORMTEXT ?????) is an individually administered, norm-referenced test in two parallel forms (Form A and B). It is designed to measure a subject’s receptive (hearing) vocabulary for the spoken word in Standard American English. A student is asked to identify a picture from a set of four, which best represents the spoken word given by the examiner. The responses then generate a standard score. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. $ obtained a standard score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is within the FORMTEXT ????? range compared to $’s age peers.The WORD Test - AdolescentThis test is designed to assess a subject’s facility with language and word meaning, using common as well as unique contexts. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. SubtestStandard ScoreBrand Names FORMTEXT ?????Synonyms FORMTEXT ?????Signs of the Times FORMTEXT ?????Definitions FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age peers.The WORD Test - (Elementary) is designed to assess a subject’s ability to recognize and express critical semantic attributes of his lexicon. Each of the six subtests is constructed to yield information about the specific areas of semantic attributes. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. SubtestStandard ScoreAssociations FORMTEXT ?????Synonyms FORMTEXT ?????Semantic Absurdities FORMTEXT ?????Antonyms FORMTEXT ?????Definitions FORMTEXT ?????Multiple Definitions FORMTEXT ?????TOTAL TEST FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age peers.Test of Word Knowledge (TOWK) is to assess a student’s skill in the reception and expression of an important component of language – semantics, or the meaning system. Norms for TOWK are provided for student 5-17 years of age. TOWK consists of eight subtests, used as either Core Subtests or Supplementary Subtests, depending on the age of the student being tested. The two configurations of the subtests are referred to as Level 1: Referential and Relational Aspects (for ages 5-8) and Level 2: Relational and Metalinguistic Aspects (for ages 8-17).Level 1:Total score - Receptive Vocabulary – Expressive Vocabulary - Word Opposites – Word Definitions - Receptive Composite - Expressive Composite – Supplementary Subtest: Synonyms - Level 2: Total score – Synonyms – Word Definitions - Figurative Usage – Multiple Contexts - Receptive Composite - Expressive Composite – Supplementary Subtests: Expressive Vocabulary – Receptive Vocabulary – Word Opposites – Conjunctions and Transition Words - The Assessing Semantic Skills through Everyday Themes (ASSET) test was administered to provide specific information regarding semantic abilities. The ASSET includes receptive and expressive measures of Labels, Categories, Attributes, Functions, and Definitions. The mean standard score is 100 and the standard deviation is 15. $ obtained a receptive standard score of FORMTEXT ????? . $ obtained an expressive standard score of FORMTEXT ?????. Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age peers. Analysis of $’s responses indicate FORMTEXT ?????.The Comprehensive Receptive and Expressive Vocabulary Test-second edition (CREVT-2) is a standardized measure of both receptive and expressive oral vocabulary: It is available in two equivalent forms and is suitable for students age 4-0 to 17-11. The test is divided in to two subtest each yielding a standard score where 100 is the mean and 85-115 being the range of average. $'s standard score of FORMTEXT ????? is considered to be FORMTEXT ?????.The Boehm Test of Basic Concepts-Revised (BTBC-R-) is designed to assess children’s mastery of the basic concepts that are both fundamental to understanding verbal instruction and essential for early school achievement. Responses generate a percentile rank score. $’s percentile rank of FORMTEXT ????? indicates that when compared to 100 other children $’s chronological age, FORMTEXT ????? surpassed FORMTEXT ????? of them.Bracken Basic Concept Scale Revised, Version 1:Bracken – Basic Concept Scale – Revised: used to assess the basic concept development of children in the age range of 2 years, 6 months through 7 years, 11 months. The BBCS-R is used to measure comprehension of 308 foundational and functionally relevant educational concepts in 11 subtests of concept categories: Colors, Letters, Numbers/Counting, Sizes, Comparison, Shapes, Direction/Position, Self-/Social Awareness, Texture/Material, Quantity, and Time/Sequence. The first six subtests (colors, letters, numbers, sizes, comparison, and shapes) make up the Student Readiness Composite (SRC).Scaled Scores of subtests: (average scores range from 7-13)SRC (subtests 1-6):Direction/Position: Self-/Social Awareness:Texture/Material:Quantity:Time/Sequence:Standard Score of total test: (average score range from 85-115)Bracken Basic Concept Scale Revised, Version 2:The Bracken Basic Concepts Scale-Revised (BBCS-R) is a developmentally sensitive measure of children’s basic concept acquisition and language skills. It assesses a child’s receptive knowledge of 308 basic concepts in 11 distinct conceptual categories: colors, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-/social awareness, texture/materials, quantity, and time/sequence. The first six subtests compose the School Readiness Composite (SRC). Standard scores are reported for the total test and SRC. Standard scores have a mean of 100 and 85-115 being the range of average when compared to others of the child’s chronological age. $'s total test standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths/difficulty with FORMTEXT ?????.The Wiig Assessment of Basic Concepts (WABC) was given to further assess $’s understanding of basic word opposites and related concepts as well as $’s ability to use these words. $’s receptive standard score on this test was xxxxxx, falling between standard deviations below the mean or average of 100 (scores of 85-115 are average). $’s expressive standard score was xxxxx which fell betweenThe total standard score was xxxxxxSUPPLEMENTAL LANGUAGE TESTS – Social Language and PragmaticsSocial Emotional Evaluation (SEE): The SEE is a criterion-referenced assessment designed to evaluate aspects of emotional and social awareness. The abilities probed by the SEE are part of the repertoire of skills that define social-emotional competence. The SEE is criterion-referenced for ages 6.0-12.11 and provides z scores and percentile ranks. The assessment contains one supplemental subtest, four core subtests, and a Social Emotional Questionnaire.Supplemental Subtest: Recognizing Facial Expressions evaluates a student’s awareness and recognition of same-person facial expressions.Subtest I: Identifying common Emotions assesses as student’s ability to identify common emotions when shown four illustrations of different facial expressions.Subtest II: Identifying Emotional Reactions assesses a student’s ability to recognize emotional reactions when shown illustrations of a face by identifying the most logical cause when shown 3-4 illustrations (receptive ability). Then, the examiner evaluates the student’s ability to name the emotional reaction (expressive ability).Subtest III: Understanding Social Gaffes evaluates the ability to recognize social gaffes that result in peer conflicts. There is a receptive and an expressive component to this subtest.Subtest IV: Understanding conflicting Messages assesses a student’s ability to recognize conflicts of interpersonal communications caused by incongruities between verbal and non-verbal aspects. There is a receptive and an expressive component to this subtest.Receptive Z Score = Expressive Z Score = Total Z Score = A z score is the most basic standard score. This number expresses how far a student’s score is from the mean based on the number of standard deviations. A score that matches the mean will be zero. Once standard deviation above is one… One standard deviation below is negative one…Examiners should use these scores for comparison purposes only due to small sample sizes. The scores, however, do give insight regarding a student’s performance when compared to students with similar diagnoses. These scores are very useful for monitoring progress in treatment.Test of Pragmatic Language Version 1:Test of Pragmatic Language (TOPL): The TOPL provides a formal assessment of the pragmatic or social dimension, of language. Norms are provided for students from 5 through 13 years of age. The general purpose of the test it to provide an in-depth screening of the effectiveness and appropriateness of a student’s pragmatic, or social, language skills. The test items provide information within six core sub-components of pragmatic language: physical setting, audience, topic, purpose (speech acts), visual-gestural cues, and abstraction.Standard Score: (average scores range from 90-110)Test of Pragmatic Language Version 2:The Test of Pragmatic Language (TOPL) is an individually adminsitered instrument that provides a formal assessment of the pragmatic, or social dimension, of language. The responses yield a quotient score where 100 is the mean and 90-110 is the range of average. $'s standard score of FORMTEXT ????? is considered FORMTEXT ?????. Analysis of $’s responses indicated strengths in the areas of FORMTEXT ????? and also that $ had difficulty with FORMTEXT ?????.The Elementary Test of Problem Solving –Revised (TOPS-Elementary-R) is a diagnostic test of problem solving and critical thinking for elementary- age students. It is designed to assess children’s language-based critical thinking and reasoning abilities needed for events of everyday living. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. SubtestPercentile RankStandard ScoreExplaining Inferences FORMTEXT ????? FORMTEXT ?????Determining Causes FORMTEXT ????? FORMTEXT ?????Negative Why Questions FORMTEXT ????? FORMTEXT ?????Determining Solutions FORMTEXT ????? FORMTEXT ?????Avoiding Problems FORMTEXT ????? FORMTEXT ?????Total Test FORMTEXT ????? FORMTEXT ?????$ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age S-A Version 1:The Test of Problem Solving-Adolescent (TOPS-Adolescent) is a diagnostic test of problem solving and critical thinking for secondary students (ages 12 through 18 years). It is designed to assess a student’s language-based critical thinking and reasoning abilities needed for events of everyday living. It addresses the school curricula and the social arena faced by adolescents. The mean standard score is 100 and the standard deviation is 15, therefore performances between 85 and 115 are within the average range. $ obtained a Total Test Score of FORMTEXT ?????, which is at the FORMTEXT ????? percentile. This is in the FORMTEXT ????? range compared to $’s age S-A Version 2:Test of Problem Solving – Adolescent (TOPS–A) is a diagnostic test of problem solving and critical thinking for secondary students. It is designed to assess a student’s language based critical thinking skills. The test addresses the school curricula and the social arena faced by today’s adolescents. The TOPS-A addresses critical thinking abilities based on the student’s language strategies using logic and experience. Questions that focus on a broad range of critical thinking skills including clarifying, analyzing, generating solutions, evaluating and affective thinking have all been included.Standard Score: (average scores range from 85-115) = Test of Problem Solving 3:Elementary – (TOPS – 3): The TOPS – 3: Elementary is a diagnostic test of problem solving and critical thinking for elementary students ages 6.0 through 12.11 years. It is designed to assess a student’s critical language-based critical thinking skills. The critical thinking skills are based on the student’s language strategies using logic and experience. Questions focus on a broad range of critical thinking skills, including inferring, predicting, determining causes, sequencing, answering negative questions, and problem solving.Standard Scores: (average total score is between 85-115 and 7-13 for subtests)Making inferences = Sequencing = Negative questions = Problem solving = Predicting = Determining causes = Total test = Test of Problem Solving – 2 Adolescent (TOPS–2) is a diagnostic test of problem solving and critical thinking for adolescent students ages 12.0 through 17.11. It is designed to assess a student’s language based critical thinking skills. The test addresses the school curricula and the social arena faced by today’s adolescents. The subtests assess a student’s strengths and weaknesses in specific critical thinking skill areas related to situations in and outside the academic setting.Standard Scores: (average total score is between 85-115 and 7-13 for subtests)Making Inferences = Determining Solutions = Problem Solving = Interpreting Perspectives = Transferring Insights = Total test = $’s xxxxxxxxxx completed the Descriptive Pragmatics Profile (from the Clinical Evaluation of Language Fundamentals-Preschool 2). This profile examined $’s nonverbal xxxxxxx. $’s parents completed the Descriptive Pragmatics Profile which examined $’s nonverbal communication skills; conversational routines/skills; and ability to ask, give, and respond to information appropriately. $’s criterion score of xxxxxxxx met the requirement of being greater than or equal to xxxxxxxxx for $’s age which suggested adequate communication abilities in various contexts.To provide the examiner with more information on $’s social language skills in natural settings, $’s mother completed the Descriptive Pragmatics Profile (from the Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition). The Language Use Inventory for Young Children, was used to assess $’s ability to use language in a broad number of settings and in interaction with other people (pragmatic language development). xxxxxxxx completed the LUI and scores were as follows: Your Child’s Communication with Words: Xth percentile; Your Child’s Longer Sentences: Xth percentile, Total Score: Xh percentile. X’s percentiles of X and X corresponded with scores between one and one-and-half standard deviations below the mean. Some skills that $ reportedly had difficulty with included asking for xxxxxxxxxx SUPPLEMENTAL LANGUAGE TESTS – Informal MeasuresLanguage sample: This measure is based on a recording of a child’s spontaneous utterances for the purpose of analyzing range in length of utterance, mean length of utterance (MLU), word order (syntax), and semantics (word usage). Range in length of utterance = morphemesKey structures: FORMTEXT ????? basic plural marker (-s, as in toys) ( E = emerging) FORMTEXT ????? basic verb marker ( P = present) FORMTEXT ????? question marker (A = Absent) FORMTEXT ????? WH- questions FORMTEXT ????? is / are verb marker FORMTEXT ????? simple negative FORMTEXT ????? basic pronouns (e.g., I, me, you) FORMTEXT ????? pronouns (he, she, they)Vocabulary Inventory: This includes words of the child’s vocabulary spontaneously offered by the child and words reported by the parent. It includes specific noun-labels, action words and basic descriptors. Estimated size of vocabulary = FORMTEXT ?????Parent Communication Interview: This provides a description of a child’s method(s) of communication, ability to respond to language, use of basic speech patterns and functional interaction skills. FORMTEXT ?????Language Sample: The purpose of a language sample is to assess a student’s length of utterance, grammar, syntax (word order), vocabulary and function.Length of Sample: FORMTEXT ????? utterancesLongest utterance: FORMTEXT ?????Mean Length of utterance (MLU): FORMTEXT ????? In accordance with research, an MLU of FORMTEXT ????? morphemes equates to a language age of FORMTEXT ????? months. A predicted MLU for this child’s age would be approximately FORMTEXT ?????.Total Number of Morphemes: FORMTEXT ?????Total Number of Words: FORMTEXT ?????Total Number of Questions: FORMTEXT ????? Of , or % of utterances were complete and grammatically correct. Of , or % of utterances contained one or more grammatical errors.Examples of utterances made during assessment (excluding articulation errors) include:TESTS FOR STUDENTS WHO CANNOT BE ASSESSED TRADITIONALLYThe Functional Communication Profile is a comprehensive informal inventory of nine major skill categories of communication and related aspects. The assessment allows the speech-language pathologist to evaluate several possible means of oral as well as non-oral communication needed for daily living activities. Each skill area is rated on level of impairment from normal to profound. $ demonstrated strong skills in the areas of : FORMTEXT ?????. $ demonstrated needs in the areas of : FORMTEXT ?????, specifically with skills such as FORMTEXT ?????.The Nonspeech Test for Receptive and Expressive Language was developed to provide a systematic means for observing, recording, and summarizing the variety of ways through which an individual may communicate. It summarizes an individual’s skill as a communicator, and whether speech or nonspeech is used for communication. It consists of lists of developmentally ordered receptive and expressive language and adaptive skills used when communicating. $’s responses indicated skills in the areas of FORMTEXT ????? and demonstrated needs in the following areas: FORMTEXT ?????.OTHER TESTS OF INTERESTThe Language Assessment Scale (LAS) is used to determine in which language a child is most proficient. FORMTEXT ????? was obtained on the Spanish version , which is interpreted as FORMTEXT ?????. A score of FORMTEXT ????? was obtained on the English version, which can be interpreted as FORMTEXT ?????. ................
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