sample evaluation report for speech therapy

• WV App Login
• Site Search
• Report Templates
• Speech Helpers
• SLP Resources
• Top 10 Tips
• Getting an Eval
• Certified SLP
• How to Say the R Sound
• 0-18 Months
• 18-36 Months
• 18-30 Months
• 30-36 Months
• 10-11 Years

Articulation

• Cleft Palate
• Phonological
• Dysphagia Causes
• Dysphagia Treatment

170+ Speech Therapy Report Templates and Outlines

These speech therapy report templates and outlines will save you hours of time writing reports. 

Each listing gives the title, a description of what it tests for, blank data spaces for you to put the child's scores in, and conclusive statements for you to modify for each student/client. 

**A huge thank you to the Clark County School District (I'm looking at you Yves ;) in Las Vegas for sharing these with us.

**Additional thanks to Dr. KL Johnson from the University of North Texas, Cristina Tirotta, Elaine Mack, Satya, Nancy Sever Muniz, Christine Gerber, Heather Hitchcock, and Miss V.

The descriptions below can be copied and pasted into a Word Processor and then tweaked accordingly.

If there is a test description and outline that is not on our list and you have one you would like to add, please share it and we will add it to our list .

Explore Our Goal Reaching, Client Centered Products

Template Types

Last updated (Feb 2022) *Click the type of test you need below to see the available templates:

Return to Top

Kaufman Speech Praxis Test for Children (KSPT)

Screening Test for Developmental Apraxia of Speech 

SEE ALSO:   The Best Books for Speech Therapy Practice

Arizona Articulation and Phonology Scale-Fourth Edition (AZ-4) (Arizona 4)

Clinical Assessment of Articulation and Phonology (CAAP)

Clinical Assessment of Articulation and Phonology-Second Edition (CAAP-2)

Contextual Probes of Articulation Competence (CPAC)

The Diagnostic Evaluation of Articulation and Phonology’s (DEAP)

Entire World of R-Advanced Screening for /R/

Fisher-Logemann Test of Articulation Competence

Goldman Fristoe Test of Articulation-2 (GFTA-2)

Goldman Fristoe Test of Articulation-Third Edition (GFTA-3)

LinguiSystems Articulation Test (LAT)

McDonald-Deep Test of Articulation

Photo Articulation Test-Third Edition (PAT-3)

Practical Test of Articulation and Phonology (PTAP)

Structured Photographic Articulation Test-Second Edition (SPAT-2)

SUNNY Articulation and Phonology Test Kit (SAPT)(Sunny)

Weiss Comprehensive Articulation Test (WCAT)

Assessment Link between Phonology and Articulation (ALPHA)

Assessment of Phonological Processes-Revised (APP-R)

Comprehensive Test of Phonological Processing (CTOPP)

Comprehensive Test of Phonological Processing - 2 (CTOPP-2)

Glaspey Dynamic Assessment of Phonology (GDAP)

The Hodson Assessment of Phonological Patterns-third edition (HAPP-3)

Khan-Lewis Phonological Analysis-2 (KLPA-2)

Khan-Lewis Phonological Analysis-3 (KLPA-3)

The Phonological Awareness Test-2

Auditory Processing Deaf Hard of Hearing

Auditory Processing Abilities Test (APAT) 

Carolina Picture Vocabulary Test for Deaf and Hearing Impaired (CPVT)

Renfrew Action Picture Test

Test of Auditory Processing Skills-Third Edition (TAPS-3)

Autism / Pragmatic Language

Autism Behavior Checklist (ABC)

Limited Non-Verbal and Verbal Observation Checklist

Component of Pragmatic Intent Observation Checklist

Childhood Autism Rating Scale (CARS)

Childhood Autism Rating Scale-Second Edition (CARS-2)

Conversational Effectiveness Profile-Revised (CEP-R)

Evaluating Acquired Skills in Communication (EASIC)

Evaluating Acquired Skills in Communication-Third Edition (EASIC-3)

Gilliam Asperger’s Disorder Scale (GADS)

Gilliam Autism Rating Scale (GARS)

Gilliam Autism Rating Scale-Third Edition (GARS-3)

Pragmatic Language Skills Inventory (PLSI)

Pragmatic Language Observation Scale (PLOS)

The Social Communication Questionnaire

Social-Emotional Evaluation (SEE)

Social Language Development Test-Adolescent: Normative Update (SLDT-A:NU)

Social Language Development Test-Elementary: Normative Update (SLDT-E:NU)

Test of Pragmatic Language (TOPL)

Test of Pragmatic Language-Second Edition (TOPL-2)

Early Childhood / Preschool

Clinical Evaluation of Language Fundamentals-Preschool (CELF-PRE)

Clinical Evaluation of Language Fundamentals: Preschool-Third Edition (CELF:P-3)

Developmental Assessment of Young Children-Second Edition (DAYC-2) 

Fluharty Preschool Speech and Language Screening-Second Edition (Fluharty-2) 

Kindergarten Language Screening Test-Second Edition (KLST-2)

Preschool Language Assessment Instrument  (PLAI) 

Preschool Language Scale-4 (PLS-4)

Preschool Language Scale-5 (PLS-5)

Receptive-Expressive Emergent Language Test-Third edition (REEL-3)

Receptive-Expressive Emergent Language Test-Fourth Edition (REEL-4)

Rossetti Infant-Toddler Language Scale

Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Symbolic Play Test (2nd Edition)

Test of Early Language Development-Second Edition (TELD-2)

Test of Early Language Development-Fourth Edition (TELD-4)

Test of Preschool Vocabulary (TOPV)

Test of Pretend Play (TOPP)

The Westby Symbolic Play Scale

Wiig Assessment of Basic Concepts (WABC)

Behavior Assessment Battery for School-Aged children Who Stutter (BAB)

CALMS Assessment Inventory for Children Who Stutter

Overall Assessment of the Speaker’s Experience of Stuttering (OASES)

Stuttering Prediction Instrument for Young Children 

Stuttering Severity Instrument-Third edition (SSI-3)

Stuttering Severity Instrument-Fourth edition (SSI-4) 

Stuttering Severity Scale

Test of Childhood Stuttering (TOCS)

SEE ALSO:   The Best Free App for Speech Therapy

Language - Comprehensive

Children’s Communication Checklist-2 (CCC-2)

Comprehensive Assessment of Spoken Language (CASL)

Comprehensive Assessment of Spoken Language-Second Edition (CASL-2)

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4)

Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5)

The Early Functional Communication Profile

Fullerton Language Test for Adolescents-Second Edition

Functional Communication Profile

Functional Communication Profile-Revised 

Oral-Written Language Scales (OWLS)

Oral-Written Language Scales-2(OWLS-2)

Receptive, Expressive, & Social Communication Assessment-Elementary (RESCA-E)

The Renfrew Language Scales Bus Story Test

Test of Adolescent and Adult Language-Third Edition (TOAL-3)

Test of Adolescent and Adult Language-Fourth Edition (TOAL-4)

Test of Early Communication and Emerging Language (TECEL)

Test of Language Development-Primary: Third Edition (TOLD-P:3)

Test of Language Development-Primary: Fifth Edition (TOLD-P:5)

Test of Language Development-Intermediate: Third Edition (TOLD-I:3)

Test of Language Development-Intermediate: Fifth Edition (TOLD-I:5)

Test of Semantic Skills-Primary (TOSS-P)

Test of Semantic Skills-Intermediate: Normative Update (TOSS-I:NU)

Test of Nonverbal Intelligence – Fourth Edition (TONI-4)

Language - Expressive

The Test of Narrative Language (TNL)

The Expressive Language Test (ELT)

The Expressive Language Test: Second Edition: Normative Update (ELT-2:NU)

Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4)

Expressive Vocabulary Test (EVT)

Expressive Vocabulary Test-Third Edition (EVT-3)

The HELP Test - Elementary

Patterned Elicitation Syntax Test (PEST)

Reynell Developmental Language Scales-3

Structured Photographic Expressive Language Test-Third Edition (SPELT-3)

Test for Examining Expressive Morphology (TEEM)

The Test of Expressive Language (TEXL)

The WORD Test - Adolescent Second Edition (WORD-A2)

The WORD Test – Elementary Second Edition (WORD-E2)

Language Sample Results Examples

Real Life Picture Flashcards for Speech Therapy Practice (Instant Download)

Language - Receptive

The Language Processing Test - Revised (LPT-R)

The Language Processing Test –Third Edition: Elementary (LPT-3:E)

The Listening Comprehension Test-Adolescent (LCT-A)

The Listening Comprehension Test-Second Edition (LCT-2)

The Listening Test

Oral Passage Understanding Scale (OPUS)

Receptive One-Word Picture Vocabulary Test (ROWPVT)

Receptive One-Word Picture Vocabulary Test- Fourth Edition (ROWPVT-4)

Rhode Island Test of Language Structure (RITLS)

Test of Auditory Comprehension of Language-Third Edition (TACL-3)

Test of Auditory Comprehension of Language-Fourth Edition (TACL-4)

Token Test for Children

Token Test for Children: Second Edition (TTFC-2)

Language - Other

Boehm Test of Basic Concepts-Revised  (BTBC-R)

Bracken Basic Concepts Scale-Revised  (BBCS-R)

Test of Problem Solving - Adolescent (TOPS-Adolescent)

Test of Problem Solving - Elementary Revised (TOPS-Elementary-R)

Nonspeech Test for Receptive and Expressive Language

Assessing Semantic Skills through Everyday Themes (ASSET)

Comprehensive Receptive and Expressive Vocabulary Test-second edition (CREVT-2)

Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3)

Expressive One-Word Picture Vocabulary Test (EOWPVT)

Expressive One-Word Picture Vocabulary Test-Upper Extension (EOWPVT-UE)

Montgomery Assessment of Vocabulary Acquisition (MAVA)

Peabody Picture Vocabulary Test-3  (PPVT-3)

Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5)

Spanish Assessments

With much appreciation for the knowledge and work of Nancy Sever Muniz!  Some tests include a statement in parentheses that discuss the administration of the test with the assistance of a Native Language Speaker. 

Assessment of Phonological Processes, Spanish (APP -Sp)

Austin Spanish Articulation Test (Austin)

Bilingual English Spanish Assessment (BESA)

Bilingual Syntax Measure, 1 or 2 (BSM, 1 or 2) 

Bilingual Vocabulary Assessment Measure (BVAM)

Boehm Test of Basic Concepts-Revised, Spanish (BTBC-R-SP) 

Bracken Basic Concepts Scale-Revised-Spanish  (BBCS-R-Sp) 

Clinical Assessment of Articulation and Phonology-Spanish Edition (CAAP-S)

Clinical Evaluation of Language Fundamentals-3, Spanish (CELF-3-SP)

Contextual Probes of Articulation Competence – Spanish (CPAC-S)

Del Rio Language Screening Test (DRLST) 

Dos Amigos Verbal Language Scales

Expressive One-Word Picture Vocabulary Test-Upper Extension-Revised, Spanish 

Expressive One-Word Picture Vocabulary Test-2000, Spanish

Expressive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (EOWPVT-4:SB)

Language Assessment Scale (LAS)

Language Sample - Spanish

Medida Española de Articulación (MEDA)

Multicultural Vocabulary Test (MVT)

Preschool Language Assessment Instrument-Spanish  (PLAI-Sp)

Preschool Language Scale-3, Spanish (PLS-3, Sp)

Preschool Language Scale-5, Spanish (PLS-5, Sp)

Pruebas de Expresión  Oral y Percepción de La  Lenguaje Española (PEOPLE)

Prueba del Desarrollo Inicial del Lenguaje (PDIL)

Receptive One-Word Picture Vocabulary Test, Revised-Spanish  (ROWPVT-R-Sp)

Receptive One-Word Picture Vocabulary Test-2000, Spanish

Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (ROWPVT-4:SB)

Screening Test of Spanish Grammar (STSG) 

Spanish Articulation Measure (SAM) 

Spanish Expressive Vocabulary Test (SEVT) 

Spanish Language Assessment Procedures: A Communication Skills Inventory  (SLAP)

Spanish Structured Photographic Expressive Language Test-Preschool (SPELT-P-Sp)

Spanish Structured Photographic Expressive Language Test-2 (S:SPELT-2)

Spanish Structured Photographic Expressive Language Test-3 (S:SPELT-3)

Spanish Test for Assessing Morphologic Production (STAMP)

Test of Early Language Development-Third Edition:Spanish (TELD-3:S)

Test de Vocabulario de Imágenes, Peabody (TVIP)

Test of Auditory Processing Skills, 3rd Edition: Spanish/Bilingual (TAPS-3:SBE)

Toronto Test of Receptive Vocabulary (TTRV)

Wiig Assessment of Basic Concepts-Spanish (WABC-S)

ENGLISH tests that may be used with SPANISH-SPEAKING children

The Autism Behavior Checklist (ABC) 

The Boehm Test of Basic Concepts-Revised  (BTBC-R-) 

The Bracken Basic Concepts Scale-Revised  (BBCS-R) 

The Childhood Autism Rating Scale ( CARS)

The Gilliam Autism Rating Scale (GARS) 

The Nonspeech Test for Receptive and Expressive Language

An Examination of the Oral Speech Mechanism

The Peabody Picture Vocabulary Test-III, Form PPVT-III, Form    )

The Preschool Language Assessment Instrument  (PLAI) 

The Receptive-Expressive Emergent Language Scale-2 (REEL-2)

The Screening Test for Developmental Apraxia of Speech 

The Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Structured Photographic Expressive Language Test-II ( SPELT-II)

The Stuttering Severity Scale 

The Stuttering Prediction Instrument

If you know someone who could benefit from these Speech Therapy report templates, please share it by using the buttons at the top of this page.

Freebies, Activities, and Specials, Oh My! Sign up for Terrific Therapy Activity Emails

See Past Email Examples

Your information is 100% private & never shared .

Hi! We're Luke and Hollie.

We are both MS CCC-SLPs and fell in love while studying for our degrees. Since then we have done everything together - graduated, worked, and started a family. We spend most of our time with our family and the rest making this site for you.

Top Free Resources

Word Vault Essential

# 1 Chronological Age Calculator

Popular Materials

All in one printable flashcards.

Multiple Meaning Word Mega Pack

Complete Articulation Word Search

New! 111 Articulation Stories

Teaching the Sound Books

Multi-Syllabic Words Flashcards

Apps to Save You Time & Help Your Clients

Articulation therapy + pirate adventures = awesomeness.

This App Will Get Your Kids Talking

Image Credits

Copyright © 2010 –

HomeSpeechHome.com | All Rights Reserved

This website contains affiliate links, meaning if you buy something from them we may make some money (at no cost to you). By using our affiliate links, you are helping to support our site which is a U.S.-based, family-run small business :)

Ready to chat? Book a call with us!

• Jan 12, 2023

Speech and Language Reports Explained

Updated: Jun 30, 2023

"What am I reading?"

If you've started speech therapy recently or have been attending for some time, you've likely been given a report that has a lot of information inside. It can be overwhelming to dig through a report, especially if it's your first one. We're here to help you learn what information is included, where to find it, and how to decipher it all.

1. Evaluation Report

The evaluation report is the first step in beginning speech therapy and is usually the first report you will see from your child’s speech and language pathologist (SLP). Evaluation reports usually provide background information, reason for the evaluation, diagnostic and service information, informal and formal testing results, analysis, recommendations, and proposed goals. We’ll explain each section of the report we provide families with here at Speech SF. The information you see on your report could be different depending on where your child receives speech and language therapy.

A.) Background Information

All of the information the SLP or clinic collected through intake paperwork should be included in your initial evaluation report. This could include all identifying information, birth and development history, educational history, previous therapy experience and current caregiver/teacher concerns or the reason for the evaluation.

B.) Diagnostic and service information

An evaluation should include a diagnosis (if determined to have one) and service information. Read more about speech and language diagnoses here. Both the diagnosis and service information should have a code attached to them. For example a diagnosis of “phonological disorder (F80.1)” may be given after completing an evaluation of speech sound production (92522).

C.) Informal testing

Informal testing includes caregiver report, any testing which is not standardized, and observations. Depending on the reason for the evaluation, the SLP could look at the strength, range of motion, and coordination of oral structures. They could also make note of the child’s vocal quality, language skills, fluency skills, play or pragmatic (i.e. social) skills. These results do not carry percentages.

D.) Formal testing

Formal testing is standardized and chosen to fit the unique concerns of each child. Standardized testing measures are used across the world with SLPs and are made for specific age ranges. In your report, you should find the name of the test given, scaled scores and percentile ranks which correlate with your child’s performance on each given test.

E.) Analysis

After each test and their corresponding results are documented, there may be an analysis and/or summary to explain performance.

F.) Recommendations

Based on caregiver input, the SLPs observations, and testing, recommendations will be made. These can include recommended speech therapy dosage, referrals to other professionals (e.g. occupational therapy, physical therapy, audiologist, neurologist, reading specialist), or waiting for more development to occur.

G.) Proposed Goals

If speech therapy is recommended, proposed goals may be listed at the end of the report. These are usually the child’s first speech therapy goals chosen based on the testing, the SLPs observations, caregiver concerns, and if the child was able to produce or get close to producing the therapy target.

2. Progress Report

Progress reports are written by SLPs to record progress in speech and language therapy over the course of a certain time period. These can include a reevaluation, but don’t always. Information documented in a progress report includes minimal background information, diagnostic and service information, summary of progress thus far, progress information on each individual speech goal, proposed new goals and a summary with recommendations. If a reevaluation was administered, you should also find informal and formal testing results with analysis as you did with the initial evaluation.

A.) Background Information (minimal)

Minimal background information is provided in a progress note and often refers readers to the initial evaluation report for any historical information.

As with the evaluation report, the progress report should include any diagnosis and the services that the SLP provided (usually CPT code 92507, individual speech and language therapy).

C.) Summary of progress

This summary will explain how your child is doing in speech and language therapy. It should highlight any strengths, difficulties, and participation in speech sessions.

D.) Informal and formal testing (only if reevaluating)

E.) progress.

Your child’s progress on their speech goals should be given individually per each unique goal. Usually SLPs will classify the status of the goal (e.g. met, in progress, not yet targeted) and a short explanation of their current skill level, along with any cuing needed.

F.) Proposed new goals (if needed)

As development continues, an SLP will provided updated goals as they become appropriate. You may see new goals that haven’t yet been targeted yet listed here.

G.) Recommendations

Updated recommendations are listed usually at the end of the progress report. These can include continuing speech therapy, changing the dosage, referring for a reevaluation, or referrals to other professionals (e.g. occupational therapy, physical therapy, audiologist, neurologist, reading specialist).

3. Exit Report

Exit reports are given to families to document when a child stops speech and language therapy. A child may exit from speech therapy for many reasons including meeting their speech goals, transferring clinics, moving to another place, or for family reasons. At this point, if the child has been in therapy for an extended period of time, an exit report may be given. Exit reports include much of the same information that is found in progress reports including minimal background information, diagnostic and service information, summary of progress thus far, progress information on each individual speech goal, and a summary with recommendations.

Minimal background information is provided in an exit note and often refers readers to the initial evaluation report for any historical information.

As with the evaluation and progress reports, the exit report should include any diagnosis and the services that the SLP provided (usually CPT code 92507, individual speech and language therapy).

D.) Specific progress with each goal

E.) recommendations.

Updated recommendations are listed usually at the end of the report. These can include continuing speech therapy, changing the dosage, exiting or “graduating” from speech therapy, or referrals to other professionals (e.g. occupational therapy, physical therapy, audiologist, neurologist, reading specialist).

Looking for more?

We provide in-depth evaluations, in-home/school speech therapy, and consultations. Sign up here if you’d like to chat with us. Looking for immediate answers? We have those too! Find answers to our most-frequently asked questions here .

• Getting Started
• Parent Tips

Recent Posts

Speech-building Activities for Busy Toddler Parents and Educators

Speech and Language Diagnoses Explained

3 Benefits of In-Home Speech Therapy You Can't Ignore

404 Not found

SUBSCRIBE TO STAY CONNECTED!

Speech Room News

Speech & Language Therapy Resources

Paperwork Shortcuts

This is a page that includes free speech therapy paperwork shortcuts that I use to reduce IEP and Evaluation report writing time. Please feel free to copy/paste and use them as a template to save you time and energy! Currently included: Speech and Language Classroom Accommodations, Speech and Language Educational Impact Statements, Parent/Teacher Recommendations Sections. The sample statements below are intended as examples. It is the responsibility of the multidisciplinary evaluation team to develop student-specific accommodations, goals, and recommendations. This is your starting place! Check back often, as this page will continue to grow!

If you’d like to highlight this resource, please use a link to the page. Do not copy/paste the content into your own website. If you have a template to share please do so! I’ll repost the information on this page with your name. Just shoot me an email [email protected] or leave it in the comments!

Classroom Accommodations:  Source: Tulsa Schools ,   Fentress Schools , KHPS

Articulation:  Allow longer oral response time. Model good speech production in the classroom. Provide preferential seating beside a peer with good speech production. Reinforce accurate production of speech sounds. Reduce the amount of background noise in the classroom. Provide preferential seating near the teacher or at the front of the class. Modify assignments requiring student to make oral classroom presentations.  Discuss speech concerns with speech-language pathologist. Based on speech severity, allow the student to substitute oral assignments with written papers or use AAC. Modify grading based on speech impairment.  Allow the student time to express themselves (do not interrupt a slow speaker).  Provide SLP with spelling/vocabulary list. Allow the student to use AAC to help communicate with peers. Have student practice in a small group before presenting to the class. Language : Shorten and/or modify oral directions. Ask student to repeat or rephrase the directions to ensure understanding. Allow longer oral response time. Provide visuals to enhance explanation of new material, especially with abstract concepts. Give written directions or visual cues for verbal directions. Obtain student’s attention before giving a direction.  Assist student in giving correct responses by accepting his/her answers and expanding, or giving the student an opportunity to explain his/her response. Simplify question forms by asking basic questions, one at a time. Modify assignments requiring student to make oral classroom presentations.  Provide individualized instruction to improve student’s ability to complete activities requiring listening. Provide varied opportunities for language development through participation in regular classroom activities.  Discuss language concerns with speech-language pathologist. Utilize a planner to maintain organization. Utilize classroom routines and highlight changes to any routine. Pre-teach vocabulary. Pair vocabulary with visuals. Emphasize multi-sensory learning for vocabulary. Create word lists with vocabulary and definitions to display in a visible place within the classroom. . Use a story map, graphic organizer, student drawing, etc. to increase understanding. When the child’s speech or writing contains grammar or word order errors, show them in writing the correct form. For frequently occurring errors, build it into daily oral language as practice for the entire class. Allow students to use manipulatives to solve math problems to give them a visual cue. Paraphrasing new information. Sitting near a peer for assistance. Provide two sets of textbooks – one for home, one for school. Use marker to highlight important textbook sections Voice: Encourage appropriate use of voice in the classroom. Help student reduce the instances of yelling or throat clearing. Modify assignments requiring student to make oral classroom presentations. Reduce the amount of background noise in the classroom. Discuss voice concerns with speech-language pathologist. Fluency : Reinforce instances of “easy speech” in the classroom. Allow longer oral response time. Modify assignments requiring student to make oral classroom presentations. Reduce amount of pressure to communicate in the classroom. Avoid telling student to “slow down” when participating in group discussions. Discuss fluency concerns with speech-language pathologist. Have student practice in a small group before presenting to the class. Behavior/Attention:  Allow for time-outs as necessary (in room and out of room). Follow PBS and reward the student when on task. For students with AAC devices allow time for them to respond.  Allow the student to use a visual schedule.  Provide the student with visual choices.  Provide written and verbal instructions If-Then/First-Then Boards. Alternative testing arrangements.  Preferential seating (Near the teacher, away from noises). Extended time to complete assignments or modify assignment. Break assignments into small steps. Allow the student to have an object to fidget or chew. Use a wiggle cushion during seat activities . Allow the student to stand at desk if necessary. Alert students several minutes before a transition occurs ƒ Provide additional time to complete a task ƒ Allow extra time to turn in homework without penalty. Have student practice in a small group before presenting to the class. Arrange a “check-in” time to organize day. ƒ Pair a student with a good behavioral model for projects. Hearing Impairment:  Preferential seating (Near the teacher, away from noise). Writing assignments and directions for student to read. Speak facing the student. Utilize FM system/Sound Field as prescribed by your SLP. Copy class notes for the student. Accommodate testing (extended time, placement). Reduce classroom noise as much as possible.

Education Impact Example Statement: 

Source:  Examples for communication The articulation disability results in student frustration, withdrawal, undesired attention and/or teacher and peer difficulty in understanding the student. The receptive language disability causes difficulty with the student’s understanding of subject content; with their ability to follow directions; and with the learning of new concepts. Limited vocabulary affects comprehension in the academic content areas. The expressive language disability causes the student to appear inappropriate in conversations, to have difficulty expressing ideas or asking questions, and makes it difficult for teachers and peers to understand. The student is be unable to adequately communicate his/her intent or needs which inhibits him/her from requesting help or information The student’s inability to adequately express him/herself inhibits conversation with others. Inappropriate or illogical use of vocabulary, syntax or grammar sometimes causes listener confusion. The voice (vocal abuse) disability results in impaired classroom communication, reluctance to participate in oral activities and may eventually result in permanent vocal impairment. The voice disorder limits the amount of oral information presented in speaking or reading tasks. The speech fluency disability causes the student: to become reluctant to enter conversation; to have difficulty expressing ideas and asking questions; and to be misunderstood by teachers and peers at times. The student’s reaction or attitude toward the disorder limits his/her oral interaction in the classroom or at home. Listener discomfort with the disorder limits interactions with the student at times. The disorder calls attention to the manner of speaking rather than to the content of the student’s communication. Source: Charem ISD:  Examples on Page 18 Early Childhood: XXX’s speech is difficult to understand most of the time. XXX is able to say many sounds in isolation and combine a consonant and a vowel to form a syllable. XXX has difficulty combining sounds to form words and combining words to form phrases and sentences. XXX substitutes the “d” and “t” sounds for most consonant sounds. XXX is often reluctant to speak, especially when the tasks are directly related to speaking. XXX is more talkative in an indirect activity. This delay affects the ability to express needs, thoughts, and interaction with peers and adults. XXX’s speech is usually understood when speaking in single words. Intelligibility decreases when words are within phrases and sentences. An assessment of sound production indicates that most speech sounds (with the exception of “l”, “th”, and “v”) are present. XXX is not always a willing oral communicator. XXX often whispers, or speaks so softly XXX is not understood. XXX’s speech is difficult to understand much of the time. Speech contains many omissions and substitutions of sounds. XXX attempts to put words together into phrases and sentences, but as the length of phrases and sentences increase, speech becomes more difficult to understand. Articulation errors affect the ability to interact and be understood by others. XXX’s receptive and expressive language skills are delayed. XXX has difficulty answering a variety of questions and following new directions. XXX’s vocabulary is delayed and affects the ability to formulate sentences and understand the sentences of others. XXX has difficulty understanding and using language concepts (spatial, descriptive, and quantitative). This delay affects participation in classroom activities that require verbal responses and interaction with peers and adults at home and in the classroom. XXX’s receptive and expressive language skills are delayed. XXX is able to formulate complete sentences, but sentences have grammatical errors and are lacking vocabulary. XXX has difficulty learning and using language concepts. Interaction with others is attempted, but XXX is unable to sustain a conversation due to limited language comprehension and expression. This language delay affects the ability to follow classroom directions and participate in group activities which require the expression of thoughts and experiences. XXX’s receptive and expressive language skills are delayed. XXX is not able to follow a variety of simple directions. It is difficult for XXX to answer and ask simple questions and formulate sentences that include a variety of word types (verbs, pronouns, articles, modifiers, etc.). XXX attempts to interact with others, but is not able to sustain a conversation, or stay on topic due to limited language comprehension and expression. K-3 XXX demonstrates speech sound difficulties significantly below that of same-aged peers. Students in kindergarten, who are six years old, are expected to use the /K/, /G/, /F/, and /V/ sounds accurately. XXX’s speech sound errors interfere with the ability to isolate and pronounce the initial and final sounds (phonemes) in three-phoneme (CVC) words. This impacts XXX’s fluency in conversational speech. XXX demonstrates speech sound difficulties significantly below that of same-aged peers. Students in second grade, who are eight years old, are expected to use the /R/ and /TH/ sounds accurately. XXX’s speech sound errors interfere with the ability to read with sufficient accuracy and fluency to support comprehension. XXX demonstrates difficulty answering comprehension questions regarding information that is read aloud compared to same-age peers. Students in second grade are expected to correctly answer questions about a grade-level story. XXX’s weaknesses in listening comprehension cause difficulty answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. XXX demonstrates difficulty comprehending oral directions that contain early acquired basic concepts when compared to same-age peers. Students in kindergarten are expected to follow 1-2 simple directions in a sequence and understand concepts (e.g. in, on, in front, behind). XXX’s inability to understand and use the frequently occurring prepositions makes it difficult to understand frequently used directions within the kindergarten setting. XXX demonstrates difficulty using complete sentences of adequate length, and with accurate use of pronouns and grammatical forms when compared to same-age peers. Students in kindergarten are expected to use four or more words in a sentence and use pronouns and grammatical forms correctly (regular plural –s, regular past tense –ed, and uncontractible copula). XXX’s weaknesses in oral expression cause difficulty using frequently occurring nouns and verbs, and producing and expanding complete sentences in shared language activities. XXX demonstrates difficulty orally expressing relationships between spoken words, and giving oral definitions for common words. Students in first grade are expected to make comparisons by answering “How are things the same/different?”, and use adjectives for describing/defining. XXX’s weaknesses in oral expression cause difficulty defining words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Recommendations:

I try to include recommendations at the end of my evaluation, so the parent feels like they walk away with specific ideas to use at home. Having them written in the report also gives the parent somewhere to come back to and look for tips when it’s been a few months and they forget what you discussed in person!

Preschool Language Recommendations: 

According to parent report, observation, standardized assessment and criterion-referenced assessments, STUDENT demonstrates a severe communication delay compared to same-aged peers.    His vocabulary includes 50 words and his speech intelligibility was rated at around 25% during the observation.  He uses mostly single words to communicate.  He demonstrates many phonological processing errors.  STUDENT needs to use words to make requests and comment, use language to get his needs met in a classroom, and use a variety of word structures (CVC, CVCV, CVCVC).  STUDENT needs to use language for a variety of functions, label vocabulary words, imitate a variety of speech sounds, combine single words to make phrases, and use speech that is greater than 50% intelligible.   STUDENT’s pragmatic language is delayed for his age. He most often plays by himself and doesn’t initiate social routines. STUDENT’s receptive language is an area of strength. He understands a variety of vocabulary words and can follow directions that are familiar. To help STUDENT improve his language, provide opportunities to practice and hear good language all day. Daily routines are a great time to work on language skills because they utilize familiar actions and words. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: “It is my napkin.” “It is Daddy’s.” “It is John’s.” At bath time, work on action words like take off/put on for each clothing item. Then talk about what your child is doing in the bathtub. You can say, “splashing”, “washing”, “swimming”, “kicking”, or “pouring”. Label all the items in the tub (shampoo, boat, duck, wash cloth) and talk about who has each item to work on pronouns (I have the boat and YOU have the cup.) When you put on pajamas talk about where each clothing item goes. You can say, “Socks go on feet.” Sing to STUDENT. Children love music! Songs promote vocal play, imitation, attention, listening and speech. For example: “The Itsy Bitsy Spider,” “Twinkle, Twinkle little star” or “The Wheels on The Bus.” Wait, Wait, Wait!  Don’t anticipate our child’s needs. Delay your response to your child’s pointing, gestures or babbling when she wants things. Pretend you don’t understand what she wants. Allow enough time for her to process information and find the words that she needs to say. Play with your child! When you do, let your child lead.  It allows for a safe environment where they do not need to ‘talk’ to the adult all the time.  You will help them to build their self-confidence. Using imagination is important!  Let your child be bored! Boredom produces very creative play! Offer open-ended toys such as blocks, dolls, old clothes, costumes, and balls that encourage imaginative play. Ask open-ended questions. You want to encourage your child to use his words and to avoid answering yes/no questions. For example ask; “What do you want?” as opposed to “Do you want the ball?”  Don’t pressure your child. Communication should be fun and interactive. If your child isn’t using words during play, model environmental sounds like an airplane noise or a train noise. Children tune out when they feel pressured so make sure they are having fun! Read books with your child. Go through and look at the picture and talk about them without reading the text. Pick books with predictable text.  Predictable books are books that are written in a way that makes it easy to guess what will happen on the next page. Many predictable books repeat words, phrases, or sentences throughout the text. For example, in the book Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr., the question “What do you see?” and the answer “I see a ___ looking at me.” repeat throughout the entire story. Deborah Guarino’s book Is Your Mama a Llama? is another kind of predictable book that uses rhyme and rhythm to help children solve riddles about animal mothers. Other predictable books build on storylines or sequences that are familiar to children. For example, Cookie’s Week, a story by Cindy Ward, follows the misadventures of a cat through the familiar sequence of the days of the week. These books help children participate in reading. Predictable books are easy to understand and remember. Because of this, children become familiar with predictable books quickly, which allows them to fill in words and phrases when they read the books again. This is a great strategy for increasing language. Children learn inflection in a natural way. We don’t usually speak in just one tone of voice. Inflection is the change between the high tones and low tones in our voices when we speak. Predictable books often have a rhythm that is read with a sing-song inflection which is easier for children to imitate. Finding a book that repeats your child’s targeted speech sounds can give them additional speech practice as they read. Reduce the number of questions you ask STUDENT. Try to follow of the rule of 3:1. Ask one question for every three comments you make. During play, make a comment and then be quiet and wait to see if your child comments back. It’s okay for play to be quiet. If you ask questions or talk the whole time, your child won’t have a chance to jump in! Model short but correct phrases that add a one word to what STUDENT says. For example, if STUDENT says “juice”, you repeat “juice please.” This will model communication one level higher than his current level. Set up communication opportunities using highly desired objects. Place desired objects (i.e. bubbles) in a container. Do not open the container until your child asks. You might need to model, “help please” or “open please” for him. You can also play with highly desirable toys that are hard to work (i.e. wind up toys, toys with lids) that require adult assistance to encourage and elicit communication.

Phonology Recommendations: 

According to parent report, observation, criterion-referenced, and norm-referenced assessments, STUDENT demonstrates a severe communication delay when compared to his same-aged peers.  STUDENT demonstrates significant phonological delays, which reduce his speech intelligibility. He needs direct intervention that includes treatment of phonological disorders through modeling, repeated practice, multi-sensory cues, and corrective feedback.  He demonstrates a need for specialized instruction in the area of communication. You can work with STUDENT to practice his phonology skills.  To model 3-4 syllable words, tap on the table as you say each syllable (ie: EL-E-PHANT) and have your child copy you while tapping. Grab some pots and pans and tap the syllables out. Try using tap lights from the dollar store and turn on each light as you tap each part. You can also use your whole body to tap out each sound! Take a big jump each time you say a syllable. With younger children, bring whatever you are talking about closer to your mouth so that the child is more apt to focus on speech production. If you’re modeling a hard word like “dinosaur”, bring that toy up close to your mouth. You can even point to your mouth and say “watch me”. Stopping is a phonological process of replacing a held out sounds (like F or S) with a short sound (like T or D). To elicit the F sound, prompt STUDENT to gently bite his lip and blow. You can call this sound your “lip cooler” sound. To elicit the S sound, put your mouth in a smile position and blow out skinny air. I call this the “snake sound”. To practice sounds that are held out, drag your finger along a line or in sand. You can give a tactile prompt of sliding your finger down your arm down. Fronting is producing sounds from the back of your mouth (K, G, SH) in the front like (T, D). Try making a growling sound like a bear. Can you child imitate that ‘grrrr’? Now growl and then add “oh”. “grrrr – oh” That’s the word “grow”.  Now trying to say the “g” sound by itself. Have your child open his mouth as wide as possible and say “g”.  If your child can’t produce the sound don’t practice it wrong. Wait until your speech therapists gives you some more tips! You can read books with STUDENT and talk about the words you hear that have his sounds. You can practice reading them in different voices. While you practice make sure you give plenty of positive feedback. Even if he doesn’t say the sound correctly you can say, “I like how hard you’re trying!” Practice for a few tries and if he doesn’t produce it correctly, stop trying. You don’t want to practice the sound incorrectly a bunch of times. Wait until your child’s speech-language pathologists can help you elicit the sound correctly. As you practice, give specific praise. For example, “I like how you kept your tongue up on the bumpy spot for /t/.”

Join the SRN newsletter!

I'm so glad you stopped by! If you'd like to keep up with the newest posts and get exclusive free downloads, please sign up for the newsletter! Your first freebie is ready as soon as you subscribe and confirm your email!

Success! Now check your email to confirm your subscription.

There was an error submitting your subscription. Please try again.

Keep up with the newest posts and get exclusive free downloads!

How To Write A Speech Report Like A Rockstar-Part 1

Nov 17, 2015 | 7 comments

Every speech report I wrote flashes through my mind (especially in those early days). Would they hold up in a court of law? The realization that I may have written a speech and language assessment report that could one day be discussed in a courtroom where people could pick apart my skills, sends me into a state of panic.

Does anyone else feel a sense of panic?

This is me when I get an email or sit in a presentation about “legal” practices with IEPs and reports.

Collecting Background Information For Speech Assessments

Today, I wanted to share why including a thorough background information section in your speech and language assessment reports is important as well as a key component of writing a “legally defensive” report. I will also share what I include in my background information section and some of my tips on “how” to get that information in a timely manner!

Why do SLPs need to collect detailed background information?

It’s the law folks. Not only do we need to follow the eligibility educational code when doing assessments, but we also need to document that we tried interventions and considered all background information when determining eligibility.

We are showing the IEP team that we did our homework. It is important to gather information from many sources (i.e. parents, teachers, doctors) to show that we got to know our students and any important factors that could be impacting their scores on formal and informal measures.

These is also the areas where we discuss suspected areas of need. As we gather information from parents, the intervention team, medical information, etc. we can document those areas that may need to be assessed. This helps the SLP determine where they need to spend the bulk of their assessment. If teachers and parents share that people have a difficult time understanding the student, this means that a major portion of our assessment should be dedicated to looking at articulation and phonology development.

What should you include in your background information section

• Include the student’s name, age, classroom grade level and level of support, and where they go to school.
• Primary language- Documenting the languages the student speaks at home and in the classroom. This is where I include CELDT scores, years of English exposure, and how often and with whom they speak their primary and secondary languages. I may also include information regarding English Language Development and interventions used in the classroom.
• Previous assessments, diagnoses, and therapy the child may have received from outside agencies or from previous assessments.
• Documenting general education interventions- Student receiving Response To Intervention, and the outcomes of the interventions.
• Stating how the student was referred to the speech therapist (i.e. parent, teacher, student study team, etc).
• Reason for the assessment- is it an initial or triennial assessment and the purpose for conducting the assessment.

How can SLPs collect background information from families?

In California and specifically where I work, many school districts use a Student Assistance Plan (SAP) to document general education interventions.  A student study team meeting is held after tier 1 and tier 2 interventions have been implemented. I have trained my support staff and teachers to always invite me if there are speech and language concerns. This way, I can be there at the meeting to ask appropriate developmental questions, inquire about classroom interventions and find out about the family history of speech and language delays.

Why you should invest the time to get good background information

Already, I can hear people saying “I don’t have time to go to more meetings.” This my friends are very true, but I look at this additional time spent as a way to save time later. I find that if I do not make time to showcase my expertise as a speech and language pathologist, I get many referrals that have not considered the educational code for eligibility (7th percentile), teachers who have not completed general education interventions (which legally we need to do to show least restrictive environment) or have not considered a child’s background and primary language development. Going to these meetings helps me to gather good background information as well as determine if an assessment is warranted.

I try and have parents fill out a health and development questionnaire.  In the event that the parent hasn’t returned the forms, I rely on my teachers to help me because they sometimes see the parent during drop-off and pick up. My teachers are so awesome, they will make the parent fill it out right there at the moment, so we can get the information. In some cultures, I found that they are more transparent and upfront with medical professionals about health and family history. In those cases, I will ask my nurses to call parents to get that valuable information.

Need A Speech Therapy Report Template

One way to save time, in the long run, is to make templates of your speech reports. Over the years, I have written blurbs in different reports. I finally began compiling them all in one place, so I could easily reference them when I had a similar assessment. My speech report templates have SAVED me on those days when my brainpower is on zero. Click the links below to make your own Google Doc copy of the different templates. It has assessment descriptions, my speech report template, and some great blurbs for the summary and interpretation section of your report.

Assessment Battery Templates

Sample Speech and Language Report

Sample Summary Blurbs for Explaining Assessment Results

Up Next Is Assessment Tools

My next post in this series will be about choosing assessment tools and how to document that information in your report! I hope this was helpful!! What tips do you have for documenting background information?

This was a good reminder about beefing up the “background information” section. I’m looking forward to your post on choosing assessment tools!

I would add that, if it’s a initial, I put the date of my informed consent and with whom (which parent:guardian) and if it was via phone or in person. We get a signed consent with our referrals but we follow up with an informed consent phone call because you can’t know if they really read the consent form or understood it. Also a great time to get more background and parent perspective on their child. Sometimes you cannot get the parent despite multiple attempts, but I usually do.

Great points! Question for the speechies: We have a student due for his three year re-eval. We have received written permission to test on Nov 6. The IEP meeting is planned to take place Dec 7 because his IEP (last year’s) is due. If written permission to test was received, do we still have the 60 day timeline? I am in IL and we use school days, not calendar days, so we have had 16 days of school between written permission and day of meeting. This is often not enough time for the school social worker and myself to get everything done. The psychologist does the academic testing and has no caseload so time is ok for her. I checked the isbe website but I couldn’t find information that said if written permisson to test is received can we use the 60 day timeline OR do we have to have it completed prior to the end date of last year’s IEP. Does anyone know?

I am in Illinois as well, and this problem comes up all the time. I’ve been told that the 60 day timeline trumps the IEP date. It’s ideal to get it done before the annual review, but the main place you will get “dinged” so to speak if you were to be audited is meeting the 60 days.

This is a really helpful article, looking forward to the next installment. I am so happy I read this because I am learning new information which is unfamiliar to me. Please update me, what is the “educational code for eligibility” (7th percentile)? Is that state specific, ASHA, or federal guidelines? I would love any references to help me update my knowledge base about it.

Felice is referring to Ed Code, the federal regulations that guide how we can determine eligibility for special education services ( http://www.casponline.org/pdfs/pdfs/Title%205%20Regs,%20CCR%20update.pdf ). Specifically, she’s referencing Ed Code § 3030 section 56333, outlining eligibility criteria for a Speech or Language Disorder. Typically a student must score at least 1.5 standard deviations below the mean, or below the 7th percentile, for his or her chronological age or developmental level on two or more standardized tests to qualify as SLI for language concerns unless you are also using a language sample or alternative assessments.

Right?! I am in the schools, and I couldn’t agree more. It completely takes away from our time to provide meaningful services! We certainly don’t get paid enough to be doing all of this and enduring the anxiety that goes along with it!

• AAC Communication
• Apps for Therapy
• articulation
• Basic Concepts
• Behavior Management
• Books for Speech Therapy
• Boom Cards Speech Therapy
• Caseload Management
• Clinical Fellowship Year
• Collaborative Services
• Conversation Scripts
• craftivities
• Digital Speech Therapy Materials
• DIY materials
• Featured #1
• Featured #2
• Featured #3
• Featured #4
• Featured #5
• Featured #6
• Games For Speech Therapy
• Middle School Therapy
• organizational tips
• Play-Based Therapy
• Progress Monitoring Speech Goals
• Real Talk SLP
• sensory bins
• SLP Accessories
• social skills
• Speech Assessments
• Speech Life
• Speech Room Decor
• Speech Sound Disorders
• Themed Speech Therapy
• Therapy Materials
• Therapy Plans
• Toys for Speech
• Uncategorized
• Subscriber Freebies
• Shop Products

404 Not found

404 Not found

404 Not found