SPEECH AND LANGUAGE ASSESSMENT REPORT

Student: Bart Simpson School: Springfield Elementary

Date of Birth: 01/02/3456 Examiner: Your Name, M.S. CCC-SLP
Primary Language: Spanish English Proficiency: Early Intermediate
Language of Assessment: English Type of Evaluation: Initial/Tri/Annual
Grade: K Ethnicity: Hispanic Age: 5:11 Sex: M
Assessment Date(s): 01/01/2015, 01/02/2015 Report Date: (Same as IEP date) 01/02/2015
Parent(s)/Guardian(s): Marge Simpson, Homer Parent/Guardian Contact 742 Evergreen Terrace
Simpson Information: Springfield, USA
(123)456-7890

REASON FOR REFERRAL/BACKGROUND INFORMATION:

Bart was assessed for his triennial review to answer the following questions:
1. Does Bart continue to require speech and language services to meet the listening and speaking component of
the curriculum?
2. Does Bart meet special education eligibility to receive speech and language services?
3. What are Bart’s current levels of speech and language functioning?

Bart is a 5:11 year old, kindergarten student currently enrolled in a general education setting with support from
speech and language services. Bart is currently eligible for special education services under the area of Intellectual
Disability (ID). Bart currently lives with his mother, Marge, father, Homer, and two younger sisters, Lisa, 8, and
Maggie, 1. Bart often is babysat by his grandfather, Abraham. Bart’s parents have expressed concern regarding his
speech and language functioning, and concerned with his classroom performance. Bart’s parents want what’s best
for him, and have requested a full psycho-educational evaluation, in addition to his speech and language triennial
evaluation. Bart has made significant progress with his language and articulation abilities and has currently met all
goals.

At Bart’s initial IEP dated 7/2/2012, the multidisciplinary team identified Bart’s primary diagnosis as
Developmentally Delayed (DD), with delays in cognitive functioning and language skills, and a secondary
diagnosis of Speech and Language Impairment (SLI). The team determined the least restrictive environment
(LRE) for Bart was a Special Day Class/Mild Moderate (SDC/MM) for preschool. At Bart’s most recent annual
IEP dated 5/15/14, it was reported that Bart met 4/4 classroom goals in ELD, Language Arts and Math. Bart had
also met 2/2 speech and language goals. Based on progress made, he team changed Bart’s primary eligibility from
DD to Intellectual Disability (ID). The team also decided that moving forward to kindergarten, the least restrictive
environment for Bart would be general education with support from S/L 1x30/week. It was reported that due to his
young age at the time of initial testing and significant language delays that Bart’s cognitive abilities be reassessed
as part of his triennial to get a better estimate of his skills.

Bart is a native Spanish speaker. Bart’s parents and grandfather speak Spanish at home. Bart has overall Early
Intermediate English proficiency as documented by his recent CELDT scores. The assessment was conducted in
English based on CELDT scores and Bart educational experience with English. Bart passed his most recent
hearing and vision screening performed by the school nurse on 01/02/2015.

Previous S/L Assessment Results:

On Bart’s initial speech and language assessment dated 7/2/2012 he was given the Preschool Language Scales-5th
Edition, Spanish Edition (PLS-5). The PLS-5 assesses comprehension and expressive communication skills in
children birth through 7:11. Bart’s Auditory Comprehension standard score was 103 and Expressive
Communication standard score was 70. A Total Language standard score was not reported.

BEHAVIORAL OBSERVATIONS/INTERVIEW:
Bart entered the speech room willingly. With prompting, Bart used appropriate greetings upon entering the room,
quickly made eye contact and said “hello” to the SLP. Bart was able to answer questions about school and his
family. Bart’s general affect appears typical and happy. At times Bart appeared anxious and demonstrated
impulsive behaviors, such as talking over the SLP while she was reading test questions, commenting on the picture
before a question was asked, kicking his feet and legs, repeatedly tapping both his feet on the ground, moving
around in his chair, and making very little eye contact. Bart frequently asked, “Is that the last one?” and at times
appeared to have difficulty focusing on the task. Bart attempted all tests questions, was self-motivated throughout
testing and did not require any breaks.

Speech Room Observations:

Bart is alert and attentive to himself, but at times demonstrates difficulty with awareness of other people around
him including the SLP and his peers. For example, Bart frequently talks over other his peers turns, and over the
SLP while she’s giving instructions. During other student’s turns, Bart often interjects, “That’s so easy, I know that
one”, or makes raspberry like noises with his mouth. Bart sometimes laughs if he hears someone else make an
error, despite the SLP explaining that everyone comes to speech to work on different things, including Bart, and
it’s not nice to make fun of people. Bart is able to say, “Sorry” to his peers independently. Bart is able to ask and
answer questions, follow instructions and participate in conversations and therapy activities. At times, Bart had
difficulty focusing on the task, and he will be out of her chair, chatting with a peer, kicking his legs and feet, or he
will not answer questions appropriately. At times Bart needs multiple verbal prompts to be redirected, such as
restating the question, or asking Bart if he remembers the question. During speech sessions, Bart often asks if it’s
time to go home, and sometimes gets out of his chair and says , “I’m leaving now”, before all the students have
been properly dismissed.

Bart has currently met all of his goals. Bart is able to retell and sequence a story using, “First, next, last” with
minimal cues. Bart is able to produce multisyllabic words with minimal prompting. Bart is able to use attributes,
such as color, size and shape to describe nouns independently. A review of the SLP’s data collection indicates
Bart’s speech and language skills are within expected limits at this time.

Teacher Interview:
Bart’s teacher, Edna Krabappel, reports Bart’s benchmarks are; reading at Mid K for fiction, he has not passed a
Non-Fiction benchmark, Beg K for writing, rhetoric and composition at level 2, Beg K for math skills. Bart has
difficulty distinguishing between addition and subtraction when presented with basic math problems. Regarding
Bart’s speech and language skills in the classroom, Mrs. Krabappel reports that Bart can answer basic
comprehension questions. Bart’s speech is sometimes difficult to understand, and Bart has difficulty with
spoken and written syntax.

ASSESSMENT TOOLS:
Observations
Teacher Input
Language Sample
Goldman Fristoe 2 Test of Articulation (GFTA-2)
Oral and Written Language Scales, 2nd Edition (OWLS-2)

INTERPRETAITON OF TEST RESULTS:

Bart’s speech and language skills were evaluated in a number of areas including; receptive and expressive
language, articulation, fluency, voice, pragmatics and an oral peripheral examination. These areas were
assessed through review of records, teacher input, observation, and standardized assessment data.

Receptive language is the understanding and comprehension of words, sentences and information presented,
and expressive language is using words to communicate. Testing completed with the OWLS-2 indicates that
Bart demonstrates a variety of age appropriate expressive language abilities. Bart was able to communicate using a
variety of nouns and adjectives. Bart was able to sequence events. Bart was able to use reasoning skills to solve
inferences. For example, when asked why the little girl was not allowed to carry the large box, Bart responded,
“Because it’s too heavy”. Bart was able to respond appropriately to a variety of social situations. For example,
when presented with a Dad, who sees an empty container of juice, and asked what Dad might say, Bart responded,
“Where’s all the juice”. When presented with how to make a new boy at school feel welcome, Bart responded,
“You make a joke and make people laugh, Then you say ‘Hi’ and they your friend”. When asked what to say
to someone who has a ball you want to play with, Bart responded, “Please could I use the ball”.

On 3/31/15 a spontaneous language sample was collected. During the language sample Bart was able to answer
questions appropriately, spontaneously use developmentally appropriate attributes, adjectives, nouns, sequence
events, and use all developmentally appropriate sounds. 20 utterances were documented, and Bart
spontaneously used 266 morphological markers giving Bart an approximate Mean Length of Utterance (MLU)
of 13.3.

Overall, expressively Bart had difficulty with his syntax skills. Bart had difficulty appropriately using 3rd
person singular and plural pronouns, “his, her, herself, their, theirs, they”, prepositions “under, on top, in
front”, irregular past tense verbs, “wrote, threw caught”, and using passive voice. Expressive language skills
are last to develop when learning a second language, specifically expressive vocabulary and syntax. Because
Bart is an English Language Learner with Early Intermediate English language skills, these errors are
considered dialectical. Bart’s expressive language skills in English are consistent with other ELL students
Bart’s age.
Articulation is the way sounds are produced during speech. Testing conducted using the GFTA-2 indicates
that Bart has all developmentally appropriate sounds. Bart demonstrated many dialectical substitutions, such as
using “sh” for “ch”, (“wash” for “watch”), /d/ for voiced “th”, (“dis” for “this”), /f/ for voiced “th” (“baf” for
“bath”), and /z/ for /s/, (“zizzers” for “scissors”). At times Bart “mumbles” during connected speech. Bart is
able to produce all consonant sounds in sentences, however occasionally he needs a verbal reminder to use a
slow rate of speech and to use all his sounds.

The oral peripheral exam looks at the completeness of structures required for speech production. Through
informal observation Bart’s oral structures appear to be within expected limits. Voice is the appropriate degree
of pitch, volume and quality that is heard when a person speaks. Informal observation indicates that Bart’s
voice appears to be within expected limits. Fluency is the rate and rhythm at which a person talks. Informal
observation indicates that Bart’s fluency appears to be within expected limits. Pragmatics is how one uses
language socially for greetings, responding to questions appropriately and maintaining a conversation. Bart is
able to use appropriate greetings, take turns during structured and unstructured activities, ask and answer
questions, follow classroom routines, and respond appropriately to peers during activities and conversation. At
times Bart appears to have limited awareness of others around him, such as interrupting, interjecting and
making inappropriate comments (“That’s so easy”). These actions appear to be a result of Bart’s apparent
impulsive and inattentive behaviors and not the result of a pragmatic language deficit. Informal observation as
well as testing completed on the OWLS-2 indicates that Bart’s pragmatic skills appear to be within expected
limits.

SUMMARY:
Bart has made significant improvement with his expressive language abilities and articulation skills. Bart
demonstrates many articulation and language variations that are considered dialectical, or an influence of his
Spanish language and articulation skills on his English language use and pronunciation. Standardized testing, as
well as informal observation indicates that Bart’s articulation and expressive language skills are within expected
limits.

RECOMMENDATIONS:
Based on test results, observations, and other data, Bart does not meet special education eligibility criteria to
receive speech and language services. It is recommended that Bart discontinue speech services and return to the
general education setting.

________________________________________OR__________________________________
SUMMARY/RECCOMENDATIONS:
Bart is a sweet young boy, who appears happy and willing to work. Bart demonstrates many developmentally and
culturally appropriate speech and language abilities. A review of standardized testing, academic history,
interventions and informal observation indicates that Bart’s receptive and expressive language skills are below
expected limits. It does not appear that Bart’s difficulties are the result of cultural differences, economic
disadvantage or limited English proficiency.

Bart presents with a significant language impairment that negatively impacts her abilities to express herself and
communicate effectively. Based on test results, observations, and other data, Bart meets LBUSD special education
eligibility criteria to receive speech and language services, as a student with a Speech/Language Impairment
(SLI). Bart would best be serviced by attending speech and language services 6 times per month for 25 minutes
per session as the least restrictive environment (LRE) to target his language weaknesses. All placement decision
will be made by the IEP team at the scheduled meeting.

It is also recommended that:

 Read to Bart every day. Ask Bart comprehension questions, and ask him to point to things presented in
the story.
 Ask Bart to complete auditory processing tasks, such as following multi step directions, verbally
repeating instructions, and completing auditory recall activities. For example, say “Point to the house,
then to the dog”. Model the correct response. Have Bart repeat the directions back to you. Model the
correct response.
 Bart will increase his vocabulary knowledge by identifying synonyms and antonyms for target words.
While reading, ask Bart if he can tell you another word that means the same, or to say the opposite of a
word.
 Bart will identify and use regular past tense and irregular past tense verbs. While reading, ask Bart what is
the characters are doing, (ex: What is the boy doing? The boy is running.) When Bart responds, reinforce
 his response, then ask for the verb in past tense (ex: Yes, today the boy is running. Yesterday the boy ran.
What did he do yesterday?) Model responses as needed.
 Bart will identify and answer WH questions when presented with a short story or paragraph.
 Bart will describe nouns using category, attributes such as size, shape, color, and function.

If you have any questions or concerns regarding this report, please contact:
Your Name
(123) 456-7890
[email protected]

____________________________________
Your Name M.S. CCC-SLP
Speech-Language Pathologist
State License # 1234567890

(Typically the Appendix starts a new separate page)

APPENDIX
Test scores are estimates of the ability or skill measured by the test. The precision of these estimates depends
on many factors, including the student’s attitudes toward being tested, familiarity with Standard English,
cultural or language differences, or any physical or mental limitations which may require test modifications.
These results are to be combined with other relevant findings for decisions on educational needs. Scores
from single tests shall not be used to support labeling, to indicate abnormal functioning, or to otherwise limit
educational opportunity.

Note: Generally speaking, scores that fall between 85-115 are considered to be within the low average to high
average range or where 66% of the general population scores. Confidence intervals are used to indicate the
reliability of an estimate or how likely it is that the student’s scores fall within a range or parameter.

ORAL AND WRITTEN LANGUAGE SCALES -2ND EDITION (OWLS-2)

The Oral and Written Language Scales-2 assesses four language processes for children ages 5:0-21:11. The
OWLS-2 measures language on two scales: Listening Comprehension, which measures receptive language,
and Oral Expression, which measures expressive language. The LCS and OES scaled scores can be combined
to produce the Oral Language Composite score.

*Only the OE scale was used, based on Bart’s previous assessment scores.
OWLS-2 Scale RS SS %
Oral Expression 34 91 27

GOLDMAN-FRISTOE - 2 TEST OF ARTICULATION (GFTA – 2)

The Goldman-Fristoe - 2 Test of Articulation assesses the production of English consonant sounds between the
ages of 2 years and 21 years 11 months.

Raw Score: 1
Standard Score: 117
Percentile Rank: 71

(*Testing conducted 7/2/2012)

PRESCHOOL LANGUAGE SCALE – 5 (PLS-5)
The Preschool Language Scale, Fifth Edition assesses the understanding and use of language on a variety of
developmental tasks for young children birth through 6 years 11 months. (NR= Not previously reported).

Subtest Raw Standard SS Confidence Percentile

Score Score Interval (90%) Rank
A .Auditory Comprehension NR 103 NR NR
B. Expressive Communication NR 70 NR NR
C. Total Language Score NR NR NR NR
Bart Simpson Informal Language Sample
The following utterances were obtained on 01/02/2015 in order to get a glimpse of Bart’s spontaneous
language abilities. This is for informational purposes only. Bart and the SLP are talking about what he’s
working on in class, things he did over spring break, and his home life. The following are 20 consecutive
utterances that Bart produced that are thought to be the best snapshot of his spontaneous language abilities.

1. Making Easter hats, and then I write my sight words, and then I did my journals.
2. On Easter I’m gonna go to church, and find some eggs, and paint my face.
3. My mom, and my dad, and my sister, and my big sister and me.
4. Lisa and Maggie, Lisa the oldest and Maggie is medium in size.
5. No, but only my sister Lisa got a pet hamster.
6. I’m supposed to have a other per but he ran away. It was a dog. His name is Santa’s Little Helper.
7. Sometimes I go in the store, or my Tio’s, or to my cousin’s or sometimes I go to the park and go to
Legoland.
8. That’s all I know.
9. So what I’m done now?
10. I like make floating Legos and I like going to Legoland for to play and I like swimming.
11. And now I like to get a toy for Lego stuff.
12. And Halloween I get Legos.
13. And I like to go see Evan and Lucy.
14. From the movie, Evan the Master Builder.
15. “Westie” is the Ninja from Evan saw.
16. From I’m gonna write about from at the park I see Milhouse and friends and my sister Lisa friends,
and my sister come and I’m a go swing and play and get everything done.
17. “Imma” get some ice cream and some candy.
18. At school I like to go play Legos.
19. Milhouse, and I mean not Milhouse, Nelson and, and Sherrie and Terrie and Martin.
20. I like Mrs. Krabappel give me stickers.