STUYVESANT PUBLIC SCHOOLS

SPEECH AND LANGUAGE EVALUATION REPORT

Student: Bobby McDonnell School: Stuyvesant Avenue School

DOB: 04/31/16 Classroom Teacher: Mrs. Howarth
Age: 5;0 Grade: Preschool
Date/s Evaluated: 4/20,4/28/16 Program: Self-Contained ASD
Examiner: Rosie Prehoda, M.A. CCC-SLP Date of Report: 05/05/21

Background Information:
Bobby McDonnell is a 5-year-old boy within the Stuyvesant Public Schools District Autism Spectrum Disorder
program. He is currently in a self-contained Kindergarten classroom housed at Stuyvesant Avenue Elementary
School. Bobby receives special education services under the primary disability category of “autism.” Bobby received
birth to 3 services in Stuyvesant County.

Classroom instruction is primarily based within an Applied Behavioral Analysis (ABA) structure and a current ratio
of 7 children to 4 adults. Related services include Speech/Language services 2x30 minutes/week, Occupational
Therapy 2x30 minutes/week and Social Skills 1x30 minutes/week each. Speech Language Therapy is working
towards increasing Bobby’s ability to verbally participate during group activities, responding to questions with “yes,”
following verbal directives, receptive vocabulary and requesting a highly desirable object using a carrier phrase and
the object name. Bobby currently has a behavior plan in place, developed December 2013, to help address problem
behaviors that disrupt his daily routine.

The following assessment was completed as part of a comprehensive triennial evaluation in order to determine
Bobby’s current communicative functioning and his expressive and receptive language skills within the school
environment.

Assessment Tools:
 File Review
 Functional Communication Profile – Revised
 The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)
 Classroom/Clinical Observation

Classroom/Clinical Observation:
Bobby was evaluated over a period of multiple sessions during his three-weekly speech/language sessions. Bobby
was also observed during circle time activities, snack and unstructured play time. Bobby presents as a nonverbal child
with some emerging production of speech sounds and inconsistent communicative intent within structured activities.
During circle time within the classroom, Bobby was able to sit on his own in a chair for approximately 20-25 minutes.
This is extremely inconsistent however, and at other times he needs full physical assistance to remain in the group
area. Bobby was observed to follow routine directives given moderate physical prompts. He did not respond to verbal
directives presented without additional gestural or physical prompts.

During snack time Bobby was observed to utilize picture exchange in order to request a snack item without prompts.
At the completion of snack, he also spontaneously used behavior regulation taking a paraprofessional’s hand and
leading her to the snack cabinet for “more”. Bobby is persistent when he wants something and does not take “no” for
an answer without extensive protest such as stomping his feet or banging his head or body against a surface.

Bobby demonstrates a significant inability to attend to one object or activity for an extended period of time. He will
often roam the classroom from activity to activity without exhibiting a clear interest in one object. Bobby requires a
lot of “wait time” when attempting to facilitate social interaction or he will react negatively by banging his head or
attempting to lash out at an adult. He demonstrates a low tolerance for activities not of his choosing. For example,
when attempts are made to engage Bobby in non-preferred activities, he often refuses by vocalizing loudly, pushing
the item/s away or attempting to run away from the adult. This report is considered to be an accurate assessment of
Bobby’s current communication abilities in a variety of settings while also considering Bobby’s extreme
inconsistency and noncompliance.

Functional Communication Profile - Revised

The following are results of the Functional Communication Profile, which was developed to evaluate communication
skills in individuals with developmental delays. The following major skill categories were utilized: attentiveness,
receptive language, expressive language, and pragmatic/social language. All results are based on Bobby’s
performance within the preschool environment.

Sensory/ Motor

SKILL/BEHAVIOR DESCRIPTION
Normal; Bobby is not able to participate during formal hearing screening;
Hearing
however, based on interaction hearing appears to be WNL
Adequate-fair; during 1:1 settings when Bobby is engaged, he is able to
Auditory Localization localize sound. He does not always respond to verbal stimuli. This is not
thought to be due to difficulty perceiving sound.
Vision Functional for school environment
Mild deficits; Bobby is a somewhat social child that enjoys engaging with
Eye Contact adults; however, he does not always utilize eye-contact in an appropriate
manner or respond with eye-contact when his name is called.
Visual Tracking Adequate; with preferred objects
Visually Inspects Objects Adequate; with preferred objects
Grasp Adequate
Self-Help Skills Needs assistance
Head and Trunk Positioning Ambulatory
Inconsistent. Primarily yes; however, at times does not accept guidance
Accepts Being Physically Guided
during non-preferred tasks
Motor Imitation Emergent unprompted
Bobby currently has a behavior plan in place to address non-compliant,
Inappropriate Behaviors
task avoidant and aggressive behaviors

Attentiveness

SKILL/BEHAVIOR DESCRIPTION
Adequate-fair; adequate during preferred tasks, mild-fair during non-
Attention Span
preferred tasks
Distractible Occasional-moderate

Mild delays; Bobby does at times require some extra processing time to
Response Rate
respond verbally and/or motorically
Alertness Adequate
Adequate-Fair; Aware of others engages in shared positive activities
Awareness of Others
with adults; however, not consistently during non-preferred tasks
Awareness of Environmental Events Usually-moderately affected by loud noises, music
Depends on task – usually requires numerous prompts; however is often
Cooperation
highly resistant to new activities and transitions

Bobby’s attentiveness to teacher directed tasks is variable. Attention span is highly dependent on the nature of
activity, time of day and motivation. Compliance during activities putting academic or communicative demands is
also variable. Negative behaviors such as stomping feet, banging objects and banging his own body often impede
Bobby in completing a task appropriately.

Receptive Language

SKILL/BEHAVIOR RATING
Native Language Spanish
Languages Understood Spanish, English
Oral Comprehension Words, simple directions
Understanding Basic Concepts None; Bobby is not able to demonstrate understanding of colors, body
parts, size, shapes, preposition at this time
Responding to Name Inconsistent; may tune out others; physical prompts and motivation
with snacks or toys help
Points to familiar objects when Fair; can also point to pictures that are named, with some consistency
requested
Respond to Attention Commands Inconsistent; dependent on day and activity
(“No”, “Stop”, “Look”)
Looks in Mirror With Interest
Looks at Pictures Mildly attentive-Lacks interest; dependent on picture and interest

Meaningful Smile/Laugh
Accepts Objects Presented
Gives Objects to Speaker
Follows Routine Commands
Environmental Commands
Object Identification
Two-Dimensional Recognition on
verbal command
Yes; occasional shared positive affect with another familiar adult,
laughing smiling
Occasionally dependent on object with gesture-physical prompt
Inconsistent – with physical prompt-total assistance
“Come”, “Push”, “Stand”, “shake”, “sit” , “hands down” , “touch” “go”
– w/ verbal and partial to full physical prompt
Inconsistently follows the routine of the class, often benefits from
verbal, physical and/or gestural prompts
Limited with partial-full physical prompt
Limited; however, depending on day will point to a highly interesting
picture given verbal and gestural prompts

It is often difficult to differentiate whether Bobby is not following verbal commands because of issues related to
defiant behaviors and noncompliance or if he truly does not understand the verbal command. Compliance is much
higher when Bobby is engaged in a preferable activity and/or playing with a highly desirable object. The clinician has
observed Bobby to follow simple auditory based instructions such as “point to the turtle” during story book activities
without any prompting; however, this is very sporadic and inconsistent. Bobby often consistently needs at least partial
physical prompts, such as guiding him to an object or activity in order for him to follow a verbal comment such as
“pick up” or “put in.” However, again it is difficult to determine at this time whether this is related to compliance
and/or behaviors or deficits in comprehending verbal directions.

Expressive Language

SKILL/BEHAVIOR RATING
Bobby is nonverbal, babbles with early developing phonemes
Basic Communication spontaneously, uses limited signs (more, I want), utilizes PECS system
Expression appropriately to gain attention/ emerging discrimination between pictures,
utilizes behavior regulation to communicate wants
Languages expressed No full language system; phoneme CV CVC level of production
Verbal Status Nonverbal
Expressive Level One Unit; CV CVC combinations babbling limited
Sounds, Gestures, behavior manipulation of others, facilitated
Methods of Communication
communication, pointing, picture exchange (PECS discrimination phase)
Self-Expression Basic needs- expresses needs such as food or drink

Quality of Self-Expression
Object Interaction
Appropriate Object Use
Meaningfulness of
Communication
Appropriateness of
Communication
Uses Common Gestures
Vocabulary
Imitation Span
Average Phrase Length
Preferences-indicates choice between items or actions presented through
pictures, vocalizations and actions
Emotions/Social exchanges- engages in shared positive affect (smiles
laughing) with familiar adults
General -uses gestures, pictures and vocalizations to give listener general
idea of his intent
Touches, maintains grasp, inconsistent purposeful gaze, tosses, active reach;
most commonly needs guided assistance or physical prompt to play
appropriately
Rare; with musical instrument or sensory beans
Adequate-Not always goal oriented -communicates inconsistently with
intent; can at times be persistent in getting his wants/needs met
Inconsistent- rare; depend situation and activity
When highly motivated by an item will gesture “more” or “I want”
unprompted
n/a child is nonverbal
Very limited; more spontaneous vocalizations than purposeful imitation
n/a

Bobby is currently a non-verbal communicator. He is using behavior regulation consistently and independently to
communicate his basic wants and needs. For example, he will take an adults hand and pull them over to what he wants
or take their hand and put it on a box he wants open. He is very persistent and often gets frustrated, stomping his feet
or producing vowel sounds in a high volume, when he doesn’t what he is indicating he wants. Bobby also utilizes
picture exchange (PECS) to communicate primarily during snack time. He is able to independently exchange a picture
from a communication board; however, may need prompts getting initiated. He is beginning to demonstrate the ability
to discriminate between pictures; however, this skill is emerging and not consistent.

Since the start of the school year, Bobby has demonstrated and increase in the frequency and variety of speech
productions. Currently he is able to produce vowel sounds, “ay” “ee” “oo” “ah,” and consonants “m” and “b.”
Recently he has begun combining sounds for example; “aboo” “bababa” “ahbe,” however, these productions are
inconsistent. Bobby often shows interest in oral movements of the clinician (i.e. touching the clinician’s mouth during
speech modeling); however, has not yet been observed to imitate oral motor movements (i.e opening/closing mouth,
sticking out tongue).

Pragmatic/Social Language

SKILL/BEHAVIOR RATING
Communicative Intent Requests item/action with behavior regulation or picture, gains attention,
shows interest in activity with smile, protest (stomps feet, increases vocal
volume)

Initiates Communication Occasionally- during snack

Communication Partners Family, Instructors; very limited interest in peers
Turn Taking Needs frequent cues and physical prompts; difficulty waiting for turn,
often impulsive and needs activity in the instant that it is desired
Symbolic Play Very Poor; does not play with toys appropriately with the exception of
musical instruments and certain cause and effect toys

Bobby’s social/pragmatic language skills are severely delayed. He is showing consistent communicative intent in
certain situations such as snack and high interest play activities; however, again, this is inconsistent. Recently, Bobby
has demonstrated a more consistent ability to share in positive affect (laughing smiling) with a familiar adult. Bobby
requires an increased amount of wait time when facilitating social interactions and responds well when he initiates or
leads the activity.
The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is a curriculum-based skills tracking
system for children with language delays. It is completed as part of a multidisciplinary effort in order to identify a
child’s strengths and weaknesses and write an individualized academic program to address deficient areas within the
child’s learning. This measure is not standardized and therefore does not compare a child’s functioning to other
children in the same age range. Rather it creates a profile of skills the child has mastered across development and
allows for a structured means of data collection and progress monitoring. The following areas will be illustrated
within this report with their relation to communication: Receptive Language, Requests, Vocal Imitation, Labeling,
Intraverbals and Spontaneous Vocalizations.

Receptive Language refers to a child’s ability to understand language. In the earliest stages of receptive language
development following verbally presented directions is essential. Bobby is able to follow some simple directive
during highly motivating activities within and out of context; however, this is highly inconsistent and variable
depending on defiant behaviors. Requests refers to a child’s ability to identify what he or she wants and then act on
this need by seeking out help to obtain the item. Bobby is able to make at least 5 requests per day using behavior
regulation and picture exchange. He is not consistently responding (verbally or nonverbally) to question “what do you
want.”

Vocal Imitation measures a child’s ability to purposefully imitate speech sounds modeled by another individual.
Bobby is not yet vocalizing sounds, sound patterns, or words in direct response to a command “say__” or given
extensive verbal modeling. Labeling refers to a child’s ability to see an item and purposefully vocalize or sign the
name of the item. Intraverbals refers to a child’s ability to fill in words given a sentence or song starter. Bobby is
currently communicating non-verbally and at the single sound level. He has not yet been observed to produce single
words therefore he did not score on either of these sub-areas.

Spontaneous Vocalizations is a measure of a child’s frequency and variety of vocalization not directly modeled or
requested by another individual. Bobby is spontaneously producing the sounds “oo” “ee” “ay” “m” “ue” during play
activities. He is also vocalizing to protest and increasing his volume of voice and the intensity at which he produces
the sounds.

Summary and Impressions:

Bobby McDonnell, age 5 years, was evaluated in order to identify and illustrate current communicative abilities.
Bobby is receiving services under the primary disability category of “autism” and is placed in a self-contained
preschool classroom. Bobby currently presents with severely deficient receptive, expressive, and pragmatic language
abilities. Results of the Functional Communication Profile – Revised indicate that Bobby is currently
communicating using behavior regulation, simple signs, and picture exchange (PECS). Expressive language skills are
limited to vowel and some early developing consonant sounds (“b” “m”). Bobby’s ability to combine speech sounds is
emerging. Limited attention, noncompliant behaviors, and inconsistency are significant factors in considering
Bobby’s ability adequately learn new skills and assess mastery.

Results of the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R), with their relation
specifically to communication, indicate severe delays in all areas including receptive language, request, labeling,
intraverbals, and spontaneous vocalizations. Due to Bobby’s extreme inconsistency in demonstrating communication
skills and following verbal directives, this assessment’s results are interpreted with extreme caution.

Strengths Weaknesses
Behavior Regulation Following Auditory Directions
Gestures during HIGHLY motivating activities Spontaneous use of a pictures for communication

Spontaneous production of vowel and some Imitation/repetition of speech sounds and

consonant sounds CV/CVCV combinations

Recommendations:
The above assessment results will be shared with the PPT team and parents in order to individualize instruction in the
most appropriate way to maximize Bobby’s ability to communicate.

__________________________________ __________________
Rosie Prehoda, M.A. CCC-SLP Date
Speech-Language Pathologist