SPEECH-LANGUAGE EVALUATION REPORT

I. IDENTIFYING INFORMATION
Name:

XX XX

Parent:
Address:

XX XX
286 Kyles Road
Stillwater, PA 17878

Phone:

570-925-5946

Dx:

Receptive Language
Disorder (315.32)

Date of
Evaluation:
Date of Birth:
Clinician:

02/25/2015

Supervisor:

10/28/2002
XX, B.S., Stephanie L.
Fowler, B.S.
XX, M.S., CCC-SLP

II. REASON FOR REFERRAL

XX was initially referred to the Bloomsburg University Speech and Hearing Clinic by
Benton School District to evaluate her hearing after she failed the hearing screening. XX
was then referred to the Speech Clinic by the Audiology Department to assess her
language and articulation abilities. The parent reported that XX has difficulty
pronouncing words in English. The school believes that XXs English is delayed
compared to other ESL students. XX experiences difficulty academically and frequently
requires repetitions.
III. HISTORY
XX is a 12 year old female in 5th grade at Benton Elementary. She was born in Haiti and
later adopted and moved to the United States when she was 10. It is reported that XX
failed 2nd grade in Haiti several times. The father believes that XX failed to achieve
fluency in Creole, which is her native language. In Haiti, French is the language used in
the school system for oral and written academic presentation. XX currently receives ESL
support in her school. Developmental and family history is unknown due to adoption
process.
IV. RESULTS OF THE ASSESSMENT
Parent Interview
A parent interview was conducted to establish rapport and gather information regarding
areas of concern with XXs language abilities. The family reported that English is the
primary language spoken in the home, however XX prefers to speak to her sister in her
native language, Creole. They also reported that the ESL support XX receives in school is

a push-in program. The family is concerned about XXs academics, her ability to retain
information, comprehension, and her difficulties with formulating grammatically correct
sentences.
Goldman Fristoe Test of Articulation 2
The Goldman Fristoe Test of Articulation 2 (GFTA-2) was utilized to assess XXs
articulation abilities in the English language. XX scored in the <1 percentile at an age
equivalent of 4-5 years. She demonstrated success with all English phonemes, but
displayed difficulties with // and all // clusters. It should be noted that the GFTA-2 has
not been standardized on speakers with English as a second language.
Structured Photographic Articulation Test II
The Structured Photographic Articulation Test II (SPAT-2) was administered to assess
XXs vocabulary inventory. The prompts were administered in French, however XX
responded in English. XX achieved 83% accuracy (33/40) in labeling pictures. XX
demonstrated the ability to comprehend items that were presented in French. She
demonstrated success when attention was focused to the desired item through the use of
pointing.
Clinical Evaluation Language Functions-5
The Clinical Evaluation of Language Functions 5 (CELF-5) was administered to assess
XXs receptive and expressive language abilities. For the Word Classes subtest, XX
scored in the 2nd percentile with an age equivalent of 7 years, 5 months. She
demonstrated success in the items that analyzed semantic classes. She demonstrated
difficulty with items regarding synonyms. In the Following Directions subtest, XX
scored in the 16th percentile with an age equivalent of 8 years, 7 months. She
demonstrated success on items containing 1-level and 2-level commands, but her
accuracy decreased as the complexity increased to 3-level commands. During the
Formulating Sentences subtest, XX scored in the 2nd percentile with an age equivalent of
7 years, 6 months. XX demonstrated the ability to use the provided term in the required
way, however the content and formulation of the rest of the sentence were unclear. XX
exhibited difficulties formulating grammatically correct sentences. Due to time
constraints, the remaining subtests were not administered. It should be noted that the
CELF-5 has not been standardized on speakers with English as a second language.
Comprehensive Test of Phonological Processing (CTOPP-2)
The Nonword Repetition and Blending Nonwords subtests of the Comprehensive Test of
Phonological Processing 2 (CTOPP-2) were administered to assess XXs phonological
processing abilities. On the Nonword Repetition subtest she scored in the <1 percentile
rank, which is the age equivalent of <4 years. XX scored in the <1 percentile rank, which
is an age equivalent of 4-6 years on the Blending Nonwords subtest. She demonstrated
difficulty with both subtests. It was noted that for the Blending Nonwords subtest, XX
was unable to perform the nature of the task, even after multiple direct models from the
clinician were provided. The CTOPP-2 has not been standardized on speakers with
English as a second language.

Skilled Clinical Assessment

The Syllable Repetition Task was administered to further assess XXs phonological
processing abilities. XX received 44% accuracy (8/18) on this task. She exhibited success
with repeating two syllable nonwords containing the early 8 phonemes, however was
unable to accurately repeat nonwords containing more than two syllables.
A reading passage from the childrens story Goldilocks was provided in the French
language to assess XXs reading and comprehension abilities. Due to XXs inability to
read the French passage, it was presented orally in that language. XX demonstrated
difficulties comprehending the story, so it was read aloud a second time accompanied by
gestures. Her accuracy responding to questions pertaining to the text increased when
gestures were utilized throughout.
V. GENERAL OBSERVATIONS
XX actively participated in all presented tasks. She followed directions and responded
through a combination of verbalizations and gestures. XX was hesitant to respond when
asked to provide her response in Creole and provided most responses in English. She was
reserved during formal tasks, but while playing a game during break was increasingly
animated and outgoing. XX was very attentive and compliant throughout all evaluation
tasks. She demonstrated an increased success when gestures were provided.
VI. CLINICAL IMPRESSIONS
XX demonstrates a moderate to severe delay in receptive language characterized by
difficulty with comprehension and phonological processing. Her expressive utterances
are marked by incorrect grammatical forms and limited vocabulary, which may be due to
underlying receptive deficits. She exhibits a mild deficit in articulation abilities, marked
by the inability to produce the phoneme //. It is noted that the Haitian Creole language
does not contain the // phoneme. Due to XXs difficulties with receptive language, it is
impeding her ability to learn the rules and terminology of English, as well as to
comprehend material in this language. Due to difficulties with receptive and expressive
language, it is suggested XX receive speech and language services to expand receptive
and expressive language abilities to improve overall communication effectiveness.
VII.RECOMMENDATIONS
It is recommended XX receive speech and language therapy twice a week for fifty
minutes sessions at Bloomsburg University Speech Language Hearing Clinic
during the Spring 2015 semester.
It is recommended that therapy target receptive language, including
comprehension and retention of presented material to increase communication
effectiveness.
It is recommended that therapy target expressive language through formulating
grammatically correct sentences to increase communication effectiveness.
It is recommended that therapy target articulation of the phoneme /r/ to increase
communication effectiveness.

__________________________
XX, B.S.
Graduate Student Clinician

__________________________
Stephanie L. Fowler, B.S.
Graduate Student Clinician

______________________________
XX, M.S., CCC-SLP
Clinical Supervisor