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Speech-Language Pathology
Evaluation Report
Student
School/Grade
Birth Date
Evaluation
Dates
Evaluator
Background Information:
$ is a year old in class at. expressed concern because $ This evaluation was
completed to check $s articulation and language skills, and to see if he
qualifies for services.
Tests Administered:
Goldman Fristoe Test of Articulation 2 (GFTA-2)
Clinical Evaluation of Language Fundamentals-Preschool 2 (CELF-P2)
Clinical Evaluation of Language Fundamentals-4 (CELF-4)
Clinical Evaluation of Language Fundamentals-5 (CELF-5)
The Expressive Language Test (ELT)
The Test of Language Development-Intermediate (TOLD-I4)
Language Sample
Teacher Input Forms
Parent Input Forms
Test Information:
Standard scores are a way of relaying assessment information by means of
comparing what is normally expected for a child of a given age as measured
by a standard. Standard scores between 85 and 115 are within the
average range. When using standard scores students obtaining
scores of 78 or lower typically qualify as having a speech and
language impairment.
Scaled scores are used in the same way, usually to report subtests from a
composite test, however they do not have as much weight as Standard
Scores. An average scaled score is 10, with a score of 7 being below average
and a score of 13 being above average. To qualify as speech and language
impaired a child must demonstrate a score 1 and 1/3 standard deviations

below the mean. The mean is considered to be 10; therefore, students


obtaining scaled scores of 6 or lower typically qualify as speech and
language impaired.
Percentile ranks provide an index of a students standing, relative to other
students of the same age level. For example, a percentile rank of 75
indicates that a student is performing at a level greater than or equal to 75
percent of other students their age who took the test for normative
purposes.
Test Results:
Goldman Fristoe Test of Articulation (GFTA-2)
When given the GFTA-2 $ achieved a raw score of and a standard score of
placing her into the percentile. She produced errors on the following sounds:
//. Decreased intelligibility and articulation skills can have a negative impact
on phonemic awareness, reading, writing, spelling, and overall
communication.
Clinical Evaluation of Language Fundamentals-P2 (CELF-P2)
The following table describes the tasks performed during each subtest. $s
overall language score was putting her into the th percentile. She performed
the expected range for her age on all subtests and composites.
Concepts &
Following
Directions
Word
Structure
Recalling
Sentences
Word
classesreceptive &
expressive
Sentence
Structure
Expressive
Vocabulary
Phonological
Awareness
Pragmatics
Profile
Observation
al Rating
Scale

Points to objects in the Stimulus Book response to oral


directions
Completes a sentence (cloze procedure) with the targeted
structure
Imitates sentences presented by the examiner
Chooses the two words that are related & describes the
relationship
Points to a picture that illustrates the given sentence
Identifies an object, person, or activity portrayed in the
Stimulus
Rhymes words & segments, blends, & identifies sounds &
syllables in words
Examiner elicits information from a parent or teacher about
the students social-language skills
Parent, teacher, & student each rate students classroom
interaction & communication skills

Concepts and Following


Directions
Word Structure
Expressive Vocabulary
Core Language Index
Sentence Structure
Concepts and Following
Directions
Word ClassesReceptive
Receptive Language
Index
Word Structure
Expressive Vocabulary
Recalling Sentences
Expressive Language Index
Expressive Vocabulary
Concepts and Following
Directions
Word Classes-Total
Language Content
Sentence Structure
Word Structure
Recalling Sentences
Language Structure
Clinical Evaluation of Language Fundamentals-4 (CELF-4)
The following table describes the tasks performed during each subtest.
Concepts & Following
Directions
Word Structure
Recalling Sentences
Formulated
Sentences
Word classes-rec. &
exp.
Sentence Structure

Points to objects in the Stimulus Book response to oral


directions
Completes a sentence (cloze procedure) with the targeted
structure
Imitates sentences presented by the examiner
Formulates a sentence about the visual stimuli presented
using target words or phrases
Chooses the two words that are related & describes the
relationship
Points to a picture that illustrates the given sentence

Expressive
Vocabulary
Word Definitions
Semantic
Relationships
Sentence Assembly
Phonological
Awareness
Rapid Automatic
Naming
Word Association
Number Repetition
Familiar Sequences

Identifies an object, person, or activity portrayed in the


Stimulus
Defines a word that is named & used in a sentence
After listening to a sentence, selects the two correct
choices from four options that answer a target question
Produces two semantically & grammatically correct
sentences from visually & orally presented words or
groups of words presented in the Stimulus Book
Rhymes words & segments, blends, & identifies sounds &
syllables in words
Names familiar colors, shapes, & shape-color combinations
while being timed
Names words in specific categories in 1 minute
Repeats numbers forward & backward
Names days of the week, counts backward, & orders other
information while being timed

$ scored as follows:
Subtest
Concepts & Follow. Dir.
Word Structure
Recalling Sentences
Formulated Sentences
Core Language Score

Scaled/Standard Score

Percentile

Subtest
Concepts & Follow. Dir.
Word Classes-R
Sentence Structure
Receptive Language
Score

Scaled/Standard Score

Percentile

Subtest
Word Structure
Recalling Sentences
Formulated Sentences
Expressive Language
Score

Scaled/Standard Score

Percentile

Subtest
Concepts & Follow. Dir.
Word Classes-Total
Expressive Vocabulary
Language Content
Score

Scaled/Standard Score

Percentile

Subtest
Word Structure
Recalling Sentences
Formulated Sentences
Sentence Structure
Language Structure
Score

Scaled/Standard Score

Percentile

Subtest
Number Repetition-Total
Familiar Sequences
Language Structure
Score

Scaled/Standard Score

Percentile

Clinical Evaluation of Language Fundamentals-4 (CELF-4) ages 9-21


Overall, $ scored below the expected range for her age in all areas aside for
the Number Repetition-Backwards subtest.
Subtest
Concepts and Following
Dir.
Recalling Sentences
Formulated Sentences
Word Classes-Total
Core Language Score

Scaled/Standard Score

Percentile

Subtest
Concepts and Following
Dir.
Word Classes-Receptive
Receptive Language
Score

Scaled/Standard Score

Percentile

Subtest
Recalling Sentences
Formulated Sentences
Word ClassesExpressive
Expressive Language
Score

Scaled/Standard Score

Percentile

Subtest
Word Classes-Total
Word Definitions

Scaled/Standard Score

Percentile

Understanding Sp.
Para.
Language Content
Score
Subtest
Concepts and Following
Dir.
Recalling Sentences
Formulated Sentences
Language Memory
Score

Scaled/Standard Score

Percentile

Subtest
Number Repetition Total
Familiar Sequences.
Working Memory
Score

Scaled/Standard Score

Percentile

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


Overall $ scored the expected range for his/her age.
Subtest
Sentence Completion
Word Structure
Formulated Sentences
Recalling Sentences
Core Language

Scaled/Standard Score

Percentile

Subtest
Sentence Completion
Word Classes
Following Directions
Receptive Language

Scaled/Standard Score

Percentile

Subtest
Word Structure
Formulated Sentences

Scaled/Standard Score

Percentile

Recalling Sentences
Expressive Language
Score
Subtest
Linguistic Concepts
Word Classes
Following Directions
Language Content
Score

Scaled/Standard Score

Percentile

Subtest
Sentence Completion
Word Structure
Formulated Sentences
Recalling Sentences
Language Structure

Scaled/Standard Score

Percentile

Raw
Score
Age
Equiv.
Percenti
le Rank

Total Test

Cat. & Descrip Total

Generating Examples

Defining Categories

ID Categories

Concepts

Grammar-syntax

Metaling. Total

Generating Examples

Defining

Sequencing

The Expressive Language Test (ELT)


This test is used to assess language knowledge and flexibility with expressive
language for students who are 5-12 years old. The ELT provides
standardized analyses for the school-related expressive language tasks
including: Sequencing, MetalinguisticsDefining, Metalinguistics
Generating Examples, Grammar and Syntax, Concepts, Categorizing and
DescribingIdentifying Categories, Categorizing and DescribingDefining
Categories, and Categorizing and DescribingGenerating Examples. $
achieved a total test raw score of and her standard score was lower than the
expected range for her age so the test doesnt provide a standard score for
her, but gives her a B to represent below.

Standar
d Score
Test of Language Development-Primary (TOLD-I4)
This test was designed to assess students understanding of semantics
(picture vocabulary, relational vocabulary, multiple meanings) and grammar
(morphological comprehension, word ordering, and sentence combining). $
scored.
Subtest

Raw
Score

Age
Equiv.

Percenti
le

Standar
d Score
(SS)

Sentence Combining (SC)


Picture Vocabulary (PV)
Word Ordering (WO)
Relational Vocabulary (RV)
Morphological Comprehension
(MC)
Multiple Meanings (MM)
Composite

Sum of
SS

Index
Score

Percent
ile

ListeningPV, MC
OrganizingWO, RV
SpeakingSC, MM
GrammarSC, WO, MC
Semantics (SeQ)PV, RV, MM
Spoken LanguageSC, PV, WO, RV, MC,
MM
Speech/Language Sample
Below is a transcription of the language sample. Errors $ produced are
shaded and interpreted in gray.

Teacher Input
Parent Input Forms
Interpretation:
Based on the results of standardized testing, teacher and parent input, and
clinical observation it is determined that $ should continue receiving speech
and language services. It is recommended that goals focus on . If you have

any questions or concerns regarding this evaluation, please contact me by


email at

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