In-Class Observational Assessment Client: LASTNAME, FirstName

UW Speech and Hearing Clinic & DOB:

UW Experimental Education Unit
Classroom:

SPEECH-LANGUAGE ASSESSMENT SUMMARY

Date of Evaluation:
Lead Clinician: , B.S.
Asst. Clinician: , B.S.
EEU SLP:
UWSHC Supervisor: Laura Sargent, Ph.D., CCC-SLP

BACKGROUND
Client’s Full Name, age X;X, is eligible for services under the criteria for xxxx. S/he is
receiving services at the EEU in the areas of communication, social, motor, adaptive, academic.

This assessment, completed entirely in the classroom, focused on this child’s current
communication skills.

Communication objectives from the Individualized Education Program (IEP) include:

Objective 1.
Objective 2.

EVALUATION
Environment and General Behaviors
Comment on how long you observed and what types of activities occurred (e.g., free play,
snack) while you did your observation/interaction with the child. Comment on generally how the
child behaved. Keep it positive (e.g., “The child required physical assistance to successfully
complete transitions”).

Assessment Tools (used qualitatively)

 Transdisciplinary Play Based Assessment – Communication Observation Worksheet
 Assessment, Evaluation and Programming System (0 – 3 years or 3 – 6 years)
o Cognitive, Social-Communication, and Social Sections
 UW Pragmatic Skills Checklist

Receptive Language
Current performance on IEP objectives targeting receptive language:
Objective 1 (briefly restate the objective).
Objective 2 (briefly restate the objective).

General performance in receptive language: Here you can comment on commands/semantic

relations followed, question types answered, concepts understood, contingency of child’s
responses, need for visual support and routine and so on. Identify areas within the TPBA and
AEPS that are related to receptive language and discuss them here.
 Date of Observation: xx-xx-xx LASTNAME, Firstname – page 2

Expressive Language
Current performance on IEP objectives targeting expressive language:
Objective 1 (briefly restate the objective).
Objective 2 (briefly restate the objective).

Form. Here you can discuss: Modalities used, MLU – (if it is appropriate, and don’t forget to
interpret – what’s expected for this child’s age); word order; syntactic structure/complexity; age
appropriate grammatical morphemes used. Again – use the TBPA and AEPS materials.

Examples (3 utterances) of most complex language child used:

1.

Content. Here you can discuss: topics child able to discuss (here/now; past, present, future
events); appropriateness of language to context vs. tangential or echolalic language or scripted
language; perseverative language; ability to relate more narrative type information (e.g., giving
background info, organization of narrative); if the child is at the 1-3 word stage – what types of
semantic relations were produced.

Use. Here you can discuss communicative intentions used, eye contact/physical proximity and
body language, topic initiation, maintenance, conclusion, turn taking skill, ability to stay in an
interaction with a peer. Use TBPA, AEPS, and UW Pragmatic Skills Checklist to help you.

Speech
Connected Speech: If appropriate you can discuss sound errors noted during conversation,
intelligibility (use the rating scale), other observations [e.g., articulatory precision, unusual oral-
motor behaviors (e.g., low tone, drooling, etc), rate, prosody, intonation, inflection, etc.]

Voice and Fluency

Here you can make a general statement about whether these areas were judged to be WNL or
not. If not WNL, then talk about what you saw.

Play Skills
Here you can discuss the types of play behaviors you observed.

Recommendations
If an IEP is coming up (check the date of the IEP – they’re updated annually), you can make
some suggestions of areas that the child might be having difficulty with.

Clinician Name, B.S. Supervisor Name M.S./Ph.D., CCC-SLP

Graduate Clinician Clinical Supervisor

Cc: EEU SLP