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Speech and Language Impairment Checklist

This checklist is used to assess a student's speech and language impairment. It evaluates difficulties in speech processing, production, and language processing and production. Key areas of focus include distinguishing sounds, following instructions, articulation, vocabulary development, understanding instructions, word finding, and written language skills. Teachers are asked to note any difficulties experienced by the student in these areas and provide follow up details on who may need to be involved and when further assessment is required.

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Gheylhu Amor
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306 views2 pages

Speech and Language Impairment Checklist

This checklist is used to assess a student's speech and language impairment. It evaluates difficulties in speech processing, production, and language processing and production. Key areas of focus include distinguishing sounds, following instructions, articulation, vocabulary development, understanding instructions, word finding, and written language skills. Teachers are asked to note any difficulties experienced by the student in these areas and provide follow up details on who may need to be involved and when further assessment is required.

Uploaded by

Gheylhu Amor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Speech and Language Impairment Checklist

Name: __________________________________________ Grade: _______________ Date: _______________

Teacher: ________________________________________ School: ___________________________________

Speech processing Difficulties will be experienced with one or more of the following
Distinguishing differences between sounds
Following instructions
Completing all of a task
Tiring during talk sessions
Responding to questions

Speech production Articulation


Substitutions of sounds
Omissions of sounds
Distortion of sounds

Stuttering or lack of fluency


Hoarseness
Voice volume control
Vocabulary development

Language processing Understanding sounds and their connections to pictures


Interest in stories (lacking)
Understanding and asking questions
Understanding instructions
Attention and concentration
Word finding
Comprehension

Language production Asking questions and responding to questions


Responding to instructions
Summarizing and retelling
Sequencing
Reading, decoding
Finding the right word
Learning a second language

No Limits: Teachers including learners with disabilities in regular classrooms


Language use Cocktail language – retelling lacks substance or detail e.g. We went
there on the weekend and we saw them and they were good
Written language
Spelling

Other Depends on others to get started with tasks


Looks around when instructions are given or questions asked
May do only part of a task
Answers to questions may be inappropriate
May respond literally – “It’s a heavenly day!” – “No, it’s not it’s
Monday.”

Comment

Follow up Who / What? When?

No Limits: Teachers including learners with disabilities in regular classrooms

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