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1 Any Town Public Schools Specific School Address, City State ZIP XXXXXXXX Supertindent XXXXXXXX Principal Speech and Language Evaluation Name: School: Evaluator: D.O.B. Age: D.O.E. Reason for Referral: Student was... Assessment Tools Used in Evaluation: Peabody Picture Vocabulary Test-4(PPVT) Expressive Vocabulary Test (EVT) Clinical Evaluation of Language Fundamentals-4 (CELF) Test of Language Competence (TLC) Test of Auditory Processing (TAPS) Test of Problem Solving Adolescent (TOPS) Behavior during Evaluation: Test Results: Test Standard Score range previous change Peabody Picture Vocabulary Test IV Expressive Vocabulary Test On both tests standard scores are based on 100 with +/- 15 being within the average range The Peabody Picture Vocabulary Test-IV measures understanding of single spoken words (average standard score is 100 with +/- 15 being within the average range). On the PPVT XXX achieved a standard score of 00, placing her in the 00th percentile rank. XXX is currently demonstrating receptive vocabulary skills in the Z range.

2 The Expressive Vocabulary Test measures expressive vocabulary knowledge (average standard score is 100 +/- 15 being within the average range). On the EVT XXX achieved a standard score of 00, placing her in the 00rd percentile. XXX is currently demonstrating expressive vocabulary skills in the Z range. A gap between performance on the PPVT and EVT often suggests a problem with word retrieval. There is still a significant gap present inxxxs performance suggesting continued difficulty with word retrieval. Her manner of performance on the EVT further suggests difficulty with word retrieval. The Clinical Evaluation of Language Fundamentals-4 is a general test battery that looks at overall receptive and expressive language skills. Expectations for children above 12 years of age increase significantly with all subtests. range Scaled scores are based on 10 with +/-3 being within the average Subtests Scaled Score Range Previous 10/09 change Recalling Sentences Formulated Sentences Word Classes Receptive Word Classes Expressive Word Classes Total Word Definitions Understanding Spoken Paragraphs Sentence Assembly Semantic Relationships CELF-4 Supplementary Subtest Rapid Automatic Naming Time Errors Range The Concepts & Following Directions subtest evaluates the student s ability to interpret, recall and execute oral commands of increasing length and complexity that contain concepts of functional language. The student identifies objects in response to oral directions.... In the classroom: Comprehension, recall and the ability to act upon spoken directions are essential for achieving in all subject areas and for internalizing scripts and rules for behavior. These abilities are required in following directions for lessons, assignments and activities, both in the classroom and in the home.

3 The Recalling Sentences subtest evaluates the student s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examiner. In the classroom: comprehension, recall and the ability to follow spoken directions are essential for success in all subject areas. The Formulated Sentences subtest evaluates the student s ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student must formulate a sentence, using a target word or phrase, while using an illustration as a reference.... In the classroom: The ability to formulate complete, semantically and grammatically correct spoken and written sentences of increasing length and complexity is important for sentence completion and combination, written narratives, editing and other literacy activities. The Word Classes 2 subtests evaluate the student s ability to understand relationships between words that share a variety of functional and conceptual relationships. There are two parts to this subtest, receptive and expressive. On the receptive part, the student must choose the items that best represent the desired relationship. On the expressive part, the student must explain the relationship.... In the classroom: Using word associations, word opposites and synonyms are important classroom skills. The Word Definitions subtest evaluates the student s expressive vocabulary. The student receives an orally presented word, followed by an introductory sentence that includes the word. The student must then define the word using descriptive language.... In the classroom: Defining words is important for explaining word meanings, acquiring new word meanings and developing in-depth understanding of word use in literature. The Understanding Spoken Paragraphs subtest evaluates the student s ability to understand information presented in spoken paragraphs. The student answers questions about a short paragraph presented orally. The questions probe the student s understanding of the paragraph s main idea, detail and sequence of events, and the student s ability to make inferences and predictions from the information presented.... In the classroom: Understanding stories, descriptions of actions and events, opinions and instructional materials is required in all academic subjects.

4 SUPPLEMENTARY SUBTESTS The Rapid Automatic Naming subtest is a supplementary subtest of the CELF. It evaluates the ability to produce automatic speech. While being timed, the student must name familiar colors, shapes and shape color combinations presented in picture form. This is a criterion reference subtest and used to gain additional information about the student s accuracy, speed of speech production and word retrieval. The RAN also provides additional information around word retrieval.... In the classroom: Pre-reading, early reading and early math activities are practiced to automatize decoding and naming of printed material in order to develop speed of processing, efficiency or working memory and fluency and accuracy in speaking, reading and writing. The Core Language score and the Language scores are composite scores from the CELF subtests. Scores are based on 100 with +/- 15 considered to be within the average range. CELF Core and S.S Range 11/08 change Scores Core Language Score Receptive Language Expressive Language Language Content Language Memory Below is a brief description of what The Core Language Score and Language Scores measure. All of XXX composite scores fall in the ZZZ range. CELF 4 CORE LANGUAGE SCORE The Core Language score is the most representative measure of language skills and provides an easy and reliable way to quantify a student s overall language performance. CELF 4 RECEPTIVE LANGUAGE INDEX The Receptive Language index is a cumulative measure of performance on two or three subtests designed to best probe receptive aspects of language including comprehension and listening. CELF 4 EXPRESSIVE LANGUAGE INDEX The Expressive Language index is a cumulative measure of performance on the three subtests that probe expressive aspects of language including oral language expression. CELF 4 LANGUAGE CONTENT INDEX

5 The Language Content index is a cumulative measure of performance on three subtests designed to probe semantic knowledge. CELF 4 LANGUAGE MEMORY INDEX The Language Memory index is a cumulative measure of performance on the subtests designed to probe memory dependent language tasks. The Test of Language Competence (TLC) will identify students who have not acquired the expected levels of competence in the semantics, syntax and/or pragmatics. Subtests S.S. Range Ambiguous Sentences Listening Comprehension: Making Inferences Oral Expression: Recreating Sentences Figurative Language Standard scores are 10 with +/-3 being with in the average range. The ambiguous sentences subtest presents the student with a multiple meaning sentence and the student must come up with the two different meanings for that sentence.... The listening comprehension: making inferences subtest looks at the student s ability to draw inferences from hypothetical situations. On this subtest, the student is given a situation and 4 possible conclusions of what might happen in that situation. The student then must pick the two most logical conclusions.... The oral expression: recreating sentences subtest is very similar to the CELF formulated sentences subtest. On both subtests, the student must generate a sentence given a picture cue and a specific word or words. However, the oral expression: recreating sentences subtest is more difficult because it asks the student to use three specific words in a sentence rather than one word, thus needing to create sentences with more complexity.... The figurative language subtest looks at the student s ability to interpret expressions. The student is presented with a situation (written and verbal), then given an expression that goes along with the situation. Then they must interpret the expression. On the second part of this subtest, the student is presented 4 choices (written and verbal) on what the expression might mean.... The Test of Auditory Processing Skills-3 is a general test battery that is designed to assess a child s ability to comprehend auditory information. The tasks on the TAPS-3 Cohesion focuses primarily on the higher-order functions involved in using auditory information in the understanding of spoken language.

6 Scaled scores: based on 10 with +/-3 being within the average range. Subtest Scaled Score Range previous change Auditory Comprehension Auditory Reasoning The Auditory Comprehension subtest is designed to show how well the student understands spoken information. In this subtest, passages of increasing length and complexity are read to the student. The student is asked questions around specific information in each passage.... The Auditory Reasoning subtest is intended to determine if the student can understand implied meaning, make inferences or come to logical conclusions. On this subtest, a passage is read to the student and then they are asked an inferential question.... The Standard Scores are composite scores from the TAPS-3 subtests. Standard Scores Range Cohesion Scores: based on 100 with +/- 15 considered to be within the average range. TAPS-3 Cohesion The Cohesion is comprised of the subtests that assess the most complex higher-order linguistic skills that requires the student not only to understand exactly what is said, but also to be able to used inferences, deductions and abstractions to understand the meaning of a passage. This is similar to many tasks used to assess reading comprehension. Summary: Recommendations: Thank-you, Therapist MA/SLP-ccc