Speech and Language Assessments

Barrett’s Speech Assessment involves the following:

  • Interview – To establish relevant history, we ask questions regarding health, development, family, current and past behaviors, and current or previous speech and language services, parent concerns and parent goals for therapy.
  • Formal Testing – Formal testing allows speech and language pathologists to compare the child’s skills to other children of a similar age.  Results of formal testing helps determine the need for therapy, types of skills to be targeted, and provides a baseline to monitor progress during therapy.
  • Informal Testing/Observations – Informal testing and observations are an important part of the assessment and involve casual conversation and play time with the child.  At times, a child may not be able to participate in formal testing, therefore, informal testing becomes the basis of diagnosis and intervention.

Other Types of Assessments May Include:

  • The Goldman Fristoe Test of Articulation, Second Edition (GFTA-2)
  • Preschool Language Scale, 5th Edition (PLS-5)
  • Social Language Development Test, Elementary (SLDT-E)
  • Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4)
  • Peabody Picture Vocabulary Test (PPVT)
  • Expressive Vocabulary Test (EVT)
  • Oral and Written Language Scales (OWLS)
  • Stuttering Severity Index, 4th Edition (SSI-4)

Specific Areas that are Assess at Barrett are:

  • Articulation and Phonology – “People can not understand what my child is saying”
  • Semantics – “My child does not seem to use a variety of words”
  • Fluency – “My child stutters when he/she speaks”
  • First Words – “My child is three years old and not yet speaking”
  • Language/Syntax/Morphology – “My child uses only one word at a time, he/she is not yet speaking in phrases and I think he/she should be”
  • Receptive Language – “I am not sure my child understands what I say to him/her”
  • Social/Pragmatics – “My child has been diagnosed with Asperger’s or with an Autism Spectrum Disorder.  He/She is having a difficult time interacting with peers.”

The Result of a Speech and Language Assessment is a Written Report Containing:

  • Information about the child’s history and development
  • A description of your child’s current skill level in the specific area’s tested
  • Recommendations based on skills observed during testing which may include: participating in a speech therapy program, referral to another professional, participation in a home program, or no need for therapeutic intervention.

 

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