SPEECH-LANGUAGE

EVALUATION
Name: XX Marion

Birth date: 11/29/2009
School: Elementary

Report date: 07/21/2015

Age: 5; 7
Grade/Teacher: Kindergarten

REASON FOR REFERRAL:

XX is a 5 year, 7 month old male who has been referred due to a transition from Early Intervention
services. He and his twin sister were born at 34 weeks gestation and spent time in the NICU. The
previous IEP indicates behavioral concerns and delays in cognitive and motor skills. It is reported XX
exhibits difficulty when carrying over what he is learning in his current program to the home setting and
experiencing difficulty in attending to . His parent feels XX needs improvement in the areas of colors,
counting, and his ABCs. XXs hearing was within normal limits when tested in October 2014. XX is
transitioning from Early Intervention services to XX in Fall 2015. He was evaluated to determine if
speech and language services were warranted.
OBSERVATIONS:
During the speech and language evaluation, it was observed XX exhibited a diminished ability to attend
to assessment tasks and was easily distracted throughout the evaluation. He displayed off task behaviors
in the form of getting up from his chair, attempting to obtain assessment materials, and supplying off-
topic information and conversations. However, XX was often easily redirected back to the task.
PARENT INPUT:
XXs mother indicated during the evaluation that she felt her biggest concern for XX was his ability to
attend to activities such as meal times, play time, etc. She also indicated that XX experiences seizures
when he gets stressed.
EVALUATION TESTS:
Structured Photographic Articulation Test II (SPAT-DII)
The Structured Photographic Articulation Test-II was administered to assess XXs articulation abilities
and to identify sounds in error at the word level.
During the assessment, XX substituted // for /t/, /f/ for //, and // for the /tr/ cluster, all in the initial
position. For example, XX produced share for chair., fum for thumb, and shree for tree. He
also produced /n/ for /ng/ in the final position of the word fishing, however this is an acceptable
substitution in the English language. These errors are still considered acceptable given XXs age.
Clinical Evaluation of Language Fundamentals- Preschool (CELF-P2)

Subtests of the Clinical Evaluation of Language Fundamentals- Preschool were administered to assess
XXs phonological awareness skills and receptive and expressive language abilities. A Core Language
Composite was obtained which is comprised of the Sentence Structure, Word Structure, and Expressive
Vocabulary subtests. For each subtest, a scaled score was obtained. A scaled score between 7 and 13
falls within one standard deviation of the mean and is considered within normal range.
The Sentence Structure subtest was administered to assess XXs ability to interpret spoken sentences of
increasing length and complexity. XX obtained a scaled score of 5 for this subtest, which falls slightly
below the range of normal. After an item analysis for this subtest was conducted, it was noted XX
experienced difficulty with items containing infinitives, negation, and subordinate clauses. He
demonstrated a knowledge of items containing prepositional phrases, verb conditions, modifications,
passive sentences, relative clauses, compound sentences, indirect objects, and indirect requests.
The Word Structure subtest was administered to assess XXs knowledge of grammatical forms through a
sentence completion task. XX obtained a scaled score of 8 for this subtest, which falls in the low average
range of normal. XX experienced success on items containing prepositions, regular plurals, possessive
nouns, copulas, pronouns, and verb tenses including progressive ing, third person singular, future
tense, and regular past tense. XX demonstrated slight difficulty with items containing comparatives and
superlatives as well as irregular past tense verbs. It was noted that the target of these items may be
above the age level that XX is expected to be performing at.
The Expressive Vocabulary subtest was administered to assess XXs expressive language skills while
labeling pictures. XX achieved a scaled score of 10, which falls within the average range of normal. XX
demonstrated success on items containing verbs, food items, geographical and social studies terms,
music and instruments, communication terms, science, sports, math, and medical/health care terms. He
experienced minimal difficulty with items containing occupation terms and part/whole relationships.
The Phonological Awareness subtest was administered to assess XXs ability to segment sentences and
syllables, blend words and syllables, and produce and detect rhymes. XX obtained a raw score of 13 out
of 24 on this subtest. XX showed an ability to blend words (3/4) and syllables (3/4) and segmenting
sentences (3/4). He displayed moderate difficulty segmenting syllables (2/4). He was unable to produce
rhymes (0/4) and his rhyme detection was inconsistent (2/4). XX scored above the threshold of normal
for this subtest.
The Core Language Score was derived from the combination of the following subtests: Sentence
Structure, Word Structure, and Expressive Vocabulary. XX obtained a standard score of 86. This places XX
in the 18th percentile when compared to age-matched peers. This falls within the range of low normal.
IMPRESSIONS:
According to the results of the speech and language evaluation, XX presents with phonological
awareness, receptive, and expressive language skills that are within the range of low normal. It should
be noted that XX experiences difficulties in attending to provided tasks. It is the clinicians opinion that

his true capabilities exceed what are reflected in the scores provided and may not be truly indicative of
his abilities due to the nature of the assessment tasks.

RECOMMENDATIONS:
Speech and language services are not recommended at this time.