1. Child Language Assessment: Writing Legally Defensible Reports
Presented by:
Sean Green
Director of School-Based Services

2. CSAD 223—Only ** on exam
Speech Pathology Group 2015

3. Why is this topic important?
Research in the communication sciences and disorders in the US has clearly indicated the shortcomings and fallibilities of clinicians in their ability to write formally, correctly and clearly.
Much of what you write can become a legal document that may be used in court.
Clear and comprehensive records are necessary to justify the need for intervention, to document the effectiveness of intervention, and for legal purposes.
Speech Pathology Group 2017

4. Why is this topic important?**
SLPs may have documents subpoenaed, be called to mediation, and/or spend valuable time trying to gather information that may have been collected years previously.
If documentation is incomplete or incorrect, then school districts may spend thousands of dollars in IEE or fair hearing costs.
Speech Pathology Group 2017

5. Why is this topic important?
Research in the communication sciences and disorders in the US has clearly indicated the shortcomings and fallibilities of clinicians in their ability to write formally, correctly and clearly.
Much of what you write can become a legal document that may be used in court.
Clear and comprehensive records are necessary to justify the need for intervention, to document the effectiveness of intervention, and for legal purposes.
Speech Pathology Group 2017

6. Why is this topic important?**
SLPs may have documents subpoenaed, be called to mediation, and/or spend valuable time trying to gather information that may have been collected years previously.
If documentation is incomplete or incorrect, then school districts may spend thousands of dollars in IEE or fair hearing costs.
Speech Pathology Group 2017

7. What is an IEE?** Independent Educational Evaluation
An assessment conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child in question (34 C.F.R. Sec (a)(3)(i)).
Parent has right to choose the assessor as long as the assessor is qualified.
Speech Pathology Group 2017

8. What is an IEE?
Parents have the right to request an IEE if they disagree with the public agency’s assessment and they request an independent evaluation. (20 U.S.C (b)(1); 34 C.F.R. § (b)(1) and (b)(2); Ed. Code §§ 56329(b); 56506(c)).
An IEE is a challenge to the appropriateness of the LEA’s assessment.
A legally appropriate assessment is the best defense against IEE requests.
Even if district’s assessment is legally appropriate, parents can still request an IEE if they disagree with the recommendations!
Speech Pathology Group 2017

9. What is a legally defensible report?
Per California Education Code § 56327, a report must include:
a) Whether the pupil may need special education and related services
b) The basis for making the determination
c) The relevant behavior noted during the observation of the pupil in an appropriate setting
d) The relationship of that behavior to the pupil’s academic and social functioning
Speech Pathology Group 2017

10. What is a legally defensible report?
Per California Education Code § 56327, a report must include:
e) The educationally relevant health, development, and medical findings, if any (involve school nurse as appropriate)
f) For pupils with learning disabilities, whether there is such a discrepancy between achievement and ability that it cannot be corrected without special education and related services
Speech Pathology Group 2017

11. What is a legally defensible report?
Per California Education Code § 56327, a report must include:
g) A determination concerning the effects of environmental, cultural, or economic disadvantage, where appropriate
h) The need for specialized services, materials, and equipment for pupils with low incidence disabilities
Speech Pathology Group 2017

12. What is a legally defensible report?- Els**
Per California Education Code § 3023:
Assessments shall be administered by qualified personnel competent in the individual’s primary language, or if this is not feasible, administered in collaboration with an interpreter.
The report shall document how the validity of the assessment may have been affected.
The normal process of second language acquisition, dialect, or sociolinguistic variance shall not be diagnosed as a disabling condition.
Speech Pathology Group 2017

13. What is a legally defensible report? -- ELs
Students cannot be found eligible for special education merely because they are learning English.
IDEA: “a child shall not be determined to be a child with a disability if the determinant factor for such determination is limited English proficiency (20 U.S.C. § (b)(5)(c).).
Title 5 of CA Code of Regulations: “The normal process of second-language acquisition, as well as manifestations of dialect and sociolinguistic variance shall not be diagnosed as a handicapping condition.”
Speech Pathology Group 2017

14. What is a legally defensible report?- ELs
Assess in the language and form most likely to yield accurate information (Ed Code § 56320)
Student v. Rialto Unified School Dist. et. al. (SEHO 2002) 38 IDELR 150
Student argued the district was required to assess in Spanish as well as English
Parties agreed English was the student’s language or greater proficiency across tasks
District attempted to assess in Spanish, but student did not respond to any questions asked in that language
Result: Further assessment in Spanish not required
Speech Pathology Group 2017

15. Common Mistakes Failure to document all assessment procedures used
Reporting only standardized assessments and forgetting descriptive measures (i.e. teacher report/ classroom observations)
Omission of Total Test Scores
Reporting only subtest scores
Reporting Standardized Scores that may be considered invalid for that student
Validity/Cautionary Statements
Failure to Document if student meets Eligibility Criteria
Speech Pathology Group 2017

16. Common Mistakes Failure to Document Educational Relevance
Failure to Document any Modifications/Accommodations needed
Description of attempt to assess in student’s native language
Assessment of all areas of suspected AND related disability
Reporting only language or articulation, and leaving out voice or fluency
Speech Pathology Group 2017

17. Common Mistakes** Failure to explain seemingly contradictory scores
Failure to synthesize/analyze all testing information into a “big picture”
Failure to confirm whether or not the difficulties noted are exhibited at school
Speech Pathology Group 2017

18. Common Mistakes
Failure to document any compensatory strategies the student uses and the success of those strategies
Failure to differentiate recommendations required for FAPE and those that would just be helpful
Avoid “would benefit from”
No provision of context and information to aid understanding of results
e.g. bell curve
Speech Pathology Group 2017

19. How do we approach this as SLPs?
Speech Pathology Group 2017

20. Choosing Your Assessment Battery
What makes an assessment appropriate?
Qualified Assessors
Validated Tests
Assessment in all areas of suspected AND related disability
Assessment measures administered in student’s native language unless clearly not feasible
Administering tests in accordance with test instructions
Selecting and administering tests so as not to be discriminatory or racially/culturally/sexually biased
Speech Pathology Group 2017

21. Choosing Your Assessment Battery
What makes an assessment appropriate?
Variety of approaches- formal vs informal, alternative assessments (e.g. observations, interviews), dynamic assessments (e.g. test-teach- retest)
Variety of sources (e.g. parents, teachers, student)
CA Code of Regulations 3030 states that, “No single score or product of scores shall be used as the sole criterion for the decision of the individualized education program team as to the pupil’s eligibility for special education.”
Speech Pathology Group 2017

22. Choosing Your Assessment Battery
Norm-referenced are used to compare a specific student’s performance with that of peers
Must be appropriately selected for validity and reliability
Be mindful of whether the subject’s cultural and linguistic background match the test material and the norming population
Speech Pathology Group 2017

23. Choosing Your Assessment Battery
Assessment means more than “testing”
Conducting both non-standardized and standardized assessments enables the SLP to:
View the student in settings with and without contextual support
Obtain information about the student’s functional communication abilities and needs, present levels of performance, and educational needs that derive from the disability
Support/deny the findings & accuracy of formal tests
Speech Pathology Group 2017

24. Non-Standard/Alternative Assessment Methods
Checklists and developmental scales
These tools are used to obtain a large amount of information in an organized or categorized form to note the presence or absence of specific communication behavior.
They may be completed either by the speech- language pathologist or by others (i.e. parent, teacher)
Speech Pathology Group 2017

25. Non-Standard/Alternative Assessment Methods
Dynamic assessment
Focuses on the ability to learn language rather than current level of performance.
Change in performance when provided with learning opportunity, along with their participation/engagement during intervention, are indicators of the presence/absence of a language disorder.
Speech Pathology Group 2017

26. Non-Standard/Alternative Assessment Methods
Dynamic assessment
Test-teach-retest (Peña, Quinn, & Iglesias, 1992; Lidz & Peña, 1996; Peña et. al. 2001)
Compare pre and post-test performance
Don’t teach to the test, but provide an opportunity to learn/understand a skill
Consider how “modifiable” the student was in the teaching process (e.g. quick to “get it?”)
Speech Pathology Group 2017

27. Non-Standard/Alternative Assessment Methods
Dynamic assessment
Fast Mapping Word Learning Tasks (Horton-Ikard & Weisman, 2007)
Assesses word-learning ability, not previous exposure to vocabulary
See example videos by Catherine Crowley, LEADERSproject.org: .
Speech Pathology Group 2017

28. Non-Standard/Alternative Assessment Methods**
It’s as simple as gathering information from a variety of sources!
Report cards
Work samples
Health records
Family interview
Classroom teacher input
Observation across contexts
RTI data
Speech Pathology Group 2017

29. Non-Standard/Alternative Assessment Methods
Language Sampling
Can provide better illustration of student’s functional communication skills than standardized testing
Can target many areas of suspected deficit, and be consistent with SLI eligibility criteria areas
Pragmatics (e.g. double interview task)
Receptive or Expressive language
Gather samples from different contexts
With peers
Structured activities
Narrative tasks
For bilingual students, bilingual sampling can be helpful for making direct comparisons between languages
Speech Pathology Group 2017

30. Cultural Background Considerations
Consider the social norms of each culture.
You may want to consider asking the parent/guardian if the student’s social behaviors are considered typical within their culture.
Speech Pathology Group 2017

31. STEP ONE: REVIEW OF RECORDS
The Assessment
STEP ONE: REVIEW OF RECORDS
Speech Pathology Group 2017

32. Step One: Review of Records
After the initial referral, the SLP must begin by gathering information.
Information should be available from:
Previous speech and language evaluations
Physicians report listing medical diagnosis
Intelligence testing results included in reports from clinical or educational psychologist
Academic testing results included in reports from regular or special education teachers/reading specialists
Speech Pathology Group 2017

33. Review of Records
If the student is learning English as a second language:
Identify the primary language of the family
Review California English Language Development Test (CELDT) scores to determine his/her level of English understanding and speaking proficiency as well as looking for progress over time
Date of last hearing and vision screening
Speech Pathology Group 2017

34. Review of Records Caution:
Information obtained from outside sources may potentially lead to a biased view of your student’s condition
Remember to rely primarily on your direct observation
Speech Pathology Group 2017

35. STEP TWO: PARENT/TEACHER INTERVIEW AND REPORTING MEASURES
The Assessment
STEP TWO: PARENT/TEACHER INTERVIEW AND REPORTING MEASURES
Speech Pathology Group 2017

36. Step Two: Parent/Teacher Interview and Reporting Measures
Parent/Teacher checklists should be completed before actual assessment session is conducted
This enables the clinician to anticipate those areas that will require further clarification such as “doesn’t respond to questions”, or “difficulty with peers”
This also allows the clinician to preselect appropriate evaluation materials and procedures
Speech Pathology Group 2017

37. Parent/Teacher Reporting Measures
Sample Interview Questions:
(Friedland 2000) is a sample of questions you may want to ask the caregiver regarding:
Communication development
Current concerns
Social interests. Example open-ended questions are provided to yield maximum parent responses
Scan form
Speech Pathology Group 2017

38. Parent/Teacher Reporting Measures
Children’s Communication Checklist-2 (CCC-2): is a parent or caregiver rating scale used to identify children with pragmatic language impairment
The 70-item questionnaire is norm referenced
Appropriate for students aged 4:0-16:11
It rates items such as:
Speech
Vocabulary
Sentence structure
Social language skills
Speech Pathology Group 2017

39. Parent/Teacher Reporting Measures
Social Responsiveness Scale (SRS-2): Includes parent and teacher forms, is norm referenced, and is appropriate for ages years
It is used to identify severity of social deficits in individuals with autism spectrum disorders
Subscales include:
social awareness
social cognition
social communication
social motivation
autistic mannerisms
Add picture
Speech Pathology Group 2017

40. Parent/Teacher Reporting Measures
Pragmatic Skills Language Inventory (PLSI): An easy to use norm referenced scale appropriate for ages years
This 45 item inventory has 3 subscales. The manual provides cut off scores for determining if the student presents a pragmatic disorder
Includes guidelines for results interpretation
Speech Pathology Group 2017

41. Parent/Teacher Reporting Measures
Pragmatic Skills Language Inventory (PLSI) Cont’
Personal interaction skills (Initiating conversation, asking for help, participating in verbal games, using appropriate nonverbal gestures)
Social Interaction Skills (When to talk and when to listen, understanding classroom rules, taking turns in conversations, predicting consequences)
Classroom Interaction Skills (using figurative language, topic maintenance, explaining how things work, writing stories and using slang)
Speech Pathology Group 2017

42. Parent/Teacher Reporting Measures
Social Skills Improvement System (SSIS) - This norm referenced instrument has parent, teacher and student forms
Social Skills, Competing Problem Behaviors, and Academic Competence
Subscales are provided for
communication, engagement,
bullying, and autism spectrum
Ages 3-18 years (Preschool)
Available in Spanish
Speech Pathology Group 2017

43. CELF-5 Observational Rating Scale (ORS):
Designed to describe classroom and home language skills
May be completed by teacher, parent/caregiver, student (40 items)
Areas include: Listening, Speaking, Reading, Writing
Enables clinician to identify areas of concern
Speech Pathology Group 2017

44. Parent/Teacher Reporting Measures
CELF- Preschool 2, Descriptive Pragmatic Profile describes the child’s language use at school or at home
Criterion referenced measure for ages
Indicates adequate or inadequate communication abilities in context
Speech Pathology Group 2017

45. Parent/Teacher Reporting Measures
Gard, Gillman, Gorman Chappel Hill Scale
Speech Pathology Group 2017

46. STEP THREE: OBSERVATION
The Assessment
STEP THREE: OBSERVATION
Speech Pathology Group 2017

47. Step 3: Observation
It is best to observe the student in a variety of settings in order to assess the use of social skills in a natural/daily environment.
Speech Pathology Group 2017

48. Functional Communication Profile-Revised
Subtests include : Sensory/Motor auditory, visual, gross-motor, and fine- motor skills and behavior Receptive Language comprehension of verbal and nonverbal language and basic concepts, interest in pictures and objects, following commands, and object and two-dimensional recognition
Attentiveness attention span, alertness, response levels, cooperation, and level of awareness) Expressive Language verbal and nonverbal comm’, manner and modality of communication, quality of self- expression, object use and interactions, cause and effect, vocabulary, grammar, and phrase length
Speech Pathology Group 2017

49. Functional Communication Profile- Revised
Pragmatic/Social Language communicative intent; questioning skills; conversational skills; turn- taking; topic initiation, maintenance, & elaboration; appropriateness of comm’; reading/literacy; writing/ spelling; memory
Non-Oral Communication use of sign language, two-dimensional expression, yes/no, fine-motor abilities, and effectiveness of current augmentative or alternative communication system
Speech intelligibility of sounds produced, dentition, and oral-motor imitation Voice loudness, vocal quality, and pitch Oral mouth breathing, drooling, tongue thrust, and swallowing/diet Fluency rate of speech, rhythm and intonation
Speech Pathology Group 2017

50. Observation: Pragmatic/Social Communication Checklists
Assessment of Pragmatic Skills Form (Shipley, McAffee 2009) is a list of 15 pragmatic behaviors and corresponding sample activities the SLP can use to elicit those behaviors from a student during assessment or observation
Observation Guide- Look and Listen (Friedman, 2010) is a list of behaviors to “look and listen” for when conducting observations, in the areas of social, communication and behavior.
Speech Pathology Group 2017

51. STEP 4: STANDARDIZED ASSESSMENTS
The Assessment
STEP 4: STANDARDIZED ASSESSMENTS
Speech Pathology Group 2017

52. STEP 4: STANDARDIZED ASSESSMENT
Across the fields of psychology, education, and speech- language pathology, evaluations using IQ tests and other standardized tests are usually inadequate, by themselves, for assessing the depth and complexity of a social learning disability
Speech Pathology Group 2017

53. STEP 4: STANDARDIZED ASSESSMENT**
Valuable information may be gained from the use of standardized assessments as long as the clinician considers what the tests is actually measuring
Inferencing skills
Problem solving
Context of the student’s response (i.e. in a structured, untimed situation)
How the results compare to the student’s performance in the general social and academic environments
Speech Pathology Group 2017

54. Receptive Expressive & Social Communication Assessment-Elementary
RESCA–E
For ages 5 through 12
Core subtests designed to be administered in one hour or less
Tasks presented range from basic naming (vocabulary) to advanced inference skills to accommodate a wide range of abilities
Receptive tasks include: vocabulary, following oral directions, story and question comprehension, syntax/morphology comprehension
Expressive tasks include: vocabulary, describing and explaining, storytelling and narrative, syntax/morphology
Speech Pathology Group 2017

55. Receptive Expressive & Social Communication Assessment-Elementary
RESCA–E
Social Communication tasks include: interpreting body language/facial expressions, inference (slang, idioms, hidden meaning) and situational language use
Social Communication Inventory included in English and Spanish (other languages to be added) to find out how adults in the child’s life perceive his/her everyday social language and behaviors across environments
Normative data: Standard Scores, Percentiles and Age Equivalents for individual subtests and Receptive, Expressive, and Social Communication Cores
Speech Pathology Group 2017

56. Comprehensive Assessment of Spoken Language-2
Comprehensive Assessment of Spoken Language-2 (CASL-2)
Ages Includes online scoring
14 stand-alone individually administered tests
Measures spoken language across four structural categories:
Lexical/Semantic: Knowledge and use of words and word combinations
Syntactic: Knowledge and use of grammar
Supralinguistic: Knowledge and use of language in which meaning is not directly available from the surface lexical and syntactic information
Pragmatic Language: Knowledge of language that is appropriate across different situational contexts and ability to modify language according to the social situation
Speech Pathology Group 2017

57. Clinical Evaluation of Language Fundamentals-5
CELF-5
A comprehensive assessment normed for ages 5:0 -21:11.
Battery of 16 stand alone tests.
Core Language Score, Receptive Language, Expressive Language, Language Structure and Language Content.
Subtests include Word Classes, Following Directions, Formulated Sentences, Word Definitions, Sentence Assembly, Semantic Relationships and Pragmatics Profile.
Speech Pathology Group 2017

58. Social Language Development Test –Elementary (SLDT-E)
Social Language Development Test –Elementary (SLDT-E) This diagnostic test assesses social language skills, including nonverbal communication
Elementary students aged 6:0 to 11:11
Tasks focus on
Taking someone else’s perspective
Making correct inferences
Negotiating conflicts with peers
Being flexible in interpreting situations
Supporting friends diplomatically
Speech Pathology Group 2017

59. Social Language Development Test –Elementary (SLDT-E)
Subtest A: Making Inferences: Student takes perspective of someone in a photo and, based on the context clues (facial expression, posture, gesture etc) tells what the person is thinking as a direct quote from the character
Subtest B: Interpersonal Negotiation: Student imagines being in a conflict situation with a friend. They must then state the problem, propose an appropriate solution, and explain why that solution would be a good one
Subtest C: Multiple Interpretations: Student provides two different interpretations of the same photograph
Subtest D: Supporting Peers: Student assumes the perspective of a main character in a situation with a friend. The student tells the friend something that supports or pleases the friend, even if the comment isn’t truthful (doesn’t match the student’s true belief)
Speech Pathology Group 2017

60. STEP 5: DYNAMIC AND ALTERNATIVE ASSESSMENTS
The Assessment
STEP 5: DYNAMIC AND ALTERNATIVE ASSESSMENTS
Speech Pathology Group 2017

61. Dynamic and Alternative Assessments**
The CA Ed Code further defines that, “When standardized tests are considered to be invalid for a specific pupil, the discrepancy shall be measured by alternative means as specified on the assessment plan.”
Speech Pathology Group 2017

62. Dynamic and Alternative Assessments**
Typically, standardized tests cannot reveal the complexity of social thought required to think through and engage in the complex tasks that occur throughout the school day such as:
Having conversations
Actively sustaining group play
Participating in classroom discussions
Working as part of a group in the classroom
Speech Pathology Group 2017

63. Dynamic and Alternative Assessments
Other critical problems include that they do not require students to rapidly respond to socially based test prompts, such as interpretation of language meaning or idioms
In reality, if it takes a person longer than 2 to 3 seconds to respond in a communicative interaction
Speech Pathology Group 2017

64. Michelle Garcia Winner-Social Thinking Dynamic Assessment
Several assessment tools have been created including:
The Double Interview
Writing Samples
Thinking With Our Eyes
Sequencing Pictures
Assessing Organizational Skills
Speech Pathology Group 2017

65. Michelle Garcia Winner’s-Social Thinking Dynamic Assessment Cont.
Double Interview
Student is questioned on how they perceive his/her life at home and school environments
Notes are taken on pragmatic skills related to:
Body language; maintaining eye contact; keeping his head, body and shoulders turned towards me, etc.
Conduct actual interview
Speech Pathology Group 2017

66. Michelle Garcia Winner’s-Social Thinking Dynamic Assessment Cont.
Double Interview
Notes are taken on pragmatic skills related to:
Ability to modulate his volume and tone of voice: Does he talk too loud or too soft? Is his prosody within normal limits?
Are the students responses related to the questions asked or tangential to the topic?
Does the student have one particular topic they are eager to talk about?
Speech Pathology Group 2017

67. Double Interview
The second part includes the student interviewing the assessor
Errors in the double interview may indicate:
Weak narrative skills
Ineffective use of own body language and facial expressions
Problems with eye contact
Difficulty with prosody
Difficulty reading peoples faces quickly enough
Limited ability to generate language, specifically questions
Inability to ask follow up questions
Difficulty self regulating his talking time
Speech Pathology Group 2017

68. Double Interview
Recommendations based on weaknesses in these tasks include:
Identifying the weaknesses and prioritizing based on developmental age and functional needs
Write specific IEP goal to address this need
Impact on academics and social elements
Student may appear uninterested in others
Student may be a challenge because lack of participation
Student will likely encounter problems with written expression
Student fails to work well in group classroom projects
Speech Pathology Group 2017

69. Double Interview Example
Speech Pathology Group 2017

70. Speech Pathology Group 2017

71. Michelle Garcia Winner’s-Social Thinking Dynamic Assessment Cont.
Writing Sample
Student is asked to fill out a form that requests basic information
Majority of students with autism present some difficulty with fine motor skills (Large, bulky handwriting)
Writing is laborious and can lead to behavior problems
Student may present difficulty asking for help or clarification
Observe the student to identify how long they sit without writing something or asking for help
Ask the student what they do at school when they are stuck
Speech Pathology Group 2017

72. Michelle Garcia Winner’s-Social Thinking Dynamic Assessment Cont.
Thinking With Our Eyes
Your eyes are “tools” that help you figure out your environment
It puts the emphasis on the students becoming good observers and using clues to make guesses about what other people may be thinking
If you use your eyes to look at a person, it makes them feel that you are thinking about what they are saying or doing
Active participation
Speech Pathology Group 2017

73. Thinking With Our Eyes Errors in this section may imply:
Difficulty understanding that eyes are used to convey information about thought and emotion among people
Difficulty quickly and efficiently using eye-gaze to interpret what people are looking at and what their related thoughts may be
Speech Pathology Group 2017

74. Thinking With Our Eyes
Recommendations based on weaknesses in these tasks include:
Work with student to practice identifying eye-gaze direction
Work with student to practice making “smart guesses” about what people might be thinking based on what they are looking at
Work on interpreting what people mean when they say “I caught a glimpse of…” What does that mean in terms of what they now may know
Speech Pathology Group 2017

75. Thinking With Our Eyes**
Impact on academics and social elements
Student has difficulty regulating around others given that he is not efficient at reading others’ thoughts
Student may have extreme difficulty learning in a large classroom setting where one is expected to actively track the eye-gaze direction of fellow teachers and students
Student is likely to be unknowingly tricked, given that he cannot read peoples intentions as conveyed through their eyes
Student is likely to have significant to severe problems with socially relating to all others and particularly peers who understand how eyes are used in social situations as early as elementary school
Speech Pathology Group 2017

76. Michelle Garcia Winner’s-Social Thinking Dynamic Assessment Cont.
Sequencing Pictures
This assesses the students ability to see the big picture and relate pieces from an overarching thought or concept.
It also gives us insight into the students ability to arrange things in logical sequence or flow
Select 6-8 pictures for the student to sequence
Create interest in the activity and remind the student that this is a non-speaking task
Speech Pathology Group 2017

77. Sequencing Pictures**
Difficulty with picture sequencing may indicate that the student may have deficits in:
Understanding the relationship of parts to the whole
Organizational problems, understanding sequences presented in the classroom, possible reading comprehension issues
Recognizing contextual cues
Understanding inferences
This may be adapted for younger students by reducing the # of cards to 3-6
Speech Pathology Group 2017

78. Michelle Garcia Winners-Social Thinking Dynamic Assessment
Assessing-Organizational Skills
Includes a list of questions appropriate for students in the 4th grade and higher.
They include;
Motivation for good grades
Time management skills
Willingness and emotional response to homework
Daily homework study habits
Long term study habits including procrastination
Ability to organize and prioritize homework assignments
Ability to ask for help
Ability to take meaningful notes in classroom
Ability to gather relevant study material
Speech Pathology Group 2017

79. STEP SIX: ANALYZING AND INTERPRETING RESULTS
The Assessment
STEP SIX: ANALYZING AND INTERPRETING RESULTS
Speech Pathology Group 2017

80. Summary and Recommendations
The summary should never include new information
Summarize the strengths and weaknesses of the client
Indicate how the child’s language skills affect daily functioning
Provide recommendations for services and supports
Speech Pathology Group 2017

81. Conclusion:** 5 steps of assessing social pragmatic skills
STEP ONE: REVIEW OF RECORDS
STEP TWO: PARENT/TEACHER INTERVIEW AND REPORTING MEASURES
STEP THREE: OBSERVATION
STEP 4: STANDARDIZED ASSESSMENTS
STEP 5: DYNAMIC AND ALTERNATIVE ASSESSMENTS
STEP SIX: ANALYZING AND INTERPRETING RESULTS
Speech Pathology Group 2017

82. Questions/Comments
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83. Contact
Sean Green:
Speech Pathology Group 2017