Carly Garvin

Technology Assessment
Three Google Forms:
· Expressive
· Receptive
· Articulation

Three Google Forms assessments were formed for Jimmy, a five year old kindergartener,
to assess his abilities or disabilities associated with expressive, receptive, and articulatory aspects
of speech. Jimmy has a submucosal cleft palate, which has impaired his ability to close off his
velum for nasal sounds, which may seem involuntary to most people. Therefore some techniques
were initiated to assess his speech, to figure out what can help him to produce/articulate these
sounds correctly. A lesson is constructed with Jimmy and a few of his classmates who are in the
same speech classroom as him. He is individually assessed after the lesson to show accuracy
ratings through tasks associated with the lesson, catered to his particular deficit.
The purpose associated with the expressive language assessment was to test Jimmy’s
ability to express himself verbally, or the ability to create unique and specific utterances that
pertain to his thoughts as an individual. Next, through the receptive language assessment,
Jimmy’s ability to comprehend what he is asked to do is recorded and taken into account. For the
articulatory assessment, or the third and last one, Jimmy is asked to show how he projects
particular nasal sounds into intelligible speech. The utilization of media to enhance these
assessment is crucial due to Jimmy’s age, and associations with his classmates. Meaning that
since every other student is on some sort of electronic device at this time, Jimmy may feel left
out or may not be willing to comply and take the assessment. One example of a challenge faced
through developing these assessments, was determining the accuracy level or percentile to use
based on the level of prompting that Jimmy may have received during a particular task. For
example, he may receive minimum, moderate, or maximum prompts and based on those prompts
his accuracy level would have to be determined. This was hard to determine due to the fact that
his cognitive level is hard to gage because of how young he is.
These assessments are differentiated according to what they are assessing in particular.
The rating scale of Jimmy’s tasks are based on a basic scale out of 100. Assessment is based on
the amount of terms that Jimmy can get individually, and whatever percentile is left over will be
his accuracy with moderate prompting. When looking at expressive processing, referring to the
first task entitled, “Name That Picture!” Jimmy is provided 10 specific visuals, and he will
identify a specific item. For this task he ended up answering with 30% individually, and 70%
accuracy when provided with moderate prompting. Next, looking the task associated with
receptive processing named, “What’s That Word?” Jimmy will be verbally provided three
unrelated words, which he must restate when asked to. After this task he answered with 35%
individual accuracy, and 65% accuracy with moderate prompts. For the last assessment
correlated with articulatory production entitled, “Whatcha DoING?” in the final positions of
words, Jimmy will produce the phoneme /ƞ/ (the –ing). Jimmy completed this task with 40%
individual accuracy, and 60% accuracy with moderate prompts.
In regards to using this assessment for planning future instruction for Jimmy, I would
figure out what tasks posed the most difficulty and start from there. Since Jimmy has trouble
with closure of his velum is obvious that his nasal –ing will pose some issues, as it was the task
that he scored the least on according to accuracy. This would prove that throughout his surgical
treatments of cleft palate that we must continue to differentiate his articulations of any nasal
phonemes. (Including /m/ or “mmm”, /n/ or “nnn”, and /ƞ/ “-ing”) Next Jimmy’s receptive
technique would be modified to try to improve his second lowest score. This task could be
modified by changing up the words that he must repeat, and the amount of words that he must
repeat, primarily to continue to improve upon his comprehension. Lastly, to improve Jimmy’s
expressive processing, it may be applicable to use the same test and just change up the pictures to
phonemes he usually has trouble with. The primary goal would be to continue to improve and
assess Jimmy in all three areas until his scores go up.