SPEECH & LANGUAGE

EVALUATION
ANSHITA SINGH (ASLP)
CASE HISTORY
 All details from the starting of the
problem till the case came in front of
you…..
 Demographic details
 Family history
 Prenatal/natal/Postnatal history
 Medical history
CONT…
 Developmental history/milestones
(Physical/social-emotional/speech &
Language/cognitive)
 Educational history
 Complaint
 Recommendations
DEMOGRAPHIC DETAILS
 Name:  Case no:
 Age/sex:  Date:
 Informant:  Clinician:
 Complaint:
SPEECH & LANGUAGE
DVELOPMENT HISTORY
 Vocalization:
 Babbling:
 First word:
 First sentence:
MODE OF COMMUNICATION
 Verbal ( )
 Nonverbal ( )
 Both ( )
Comprehension Expression

 Words  Vocalization
 Phrases  Words
 Simple sentences  Phrases
 Complex sentences  Simple sentences
 Complex sentences

VERBAL COMMUNICATION
Comprehension Expression

 Signs  Signs
 Gestures  Gestures
 Facial expression  Pointing
 Dragging

NONVERBAL COMMUNICATION
LANGUAGE BACKGROUND
 Language exposure at home:
 Language used by the child:
SPEECH STIMULATION AT
HOME
 Adequate ( )
 Inadequate ( )
ORAL PERIPHERAL
MECHANISM
Appearance Function
 Lips
 Tongue
 Teeth
 Hard Palate
 Soft Palate
 Mandible
ARTICULATION AT
PHONOLOGICAL LEVEL
 Vowels:
 Consonants:
 Blends:
VOICE
 Pitch:
 Loudness:
 Quality:
 Breath control & Phonation Duration:
 Trial 1-
 Trial 2-
 Trial 3-
SUPRASEGMENTAL ASPECTS
 Accent:
 Emphasis:
 Intonation:
 Phrasing:
 Rate of speech:
SPEECH INTELLIGIBILITY
Intelligibility Rating Scale
1. No noticeable differences from normal.
2. Intelligible though some differences
occasionally noticeable.
3. Intelligible although noticeably different.
4. Intelligible with careful listening
although some words unintelligible
5. Speech is difficult to understand with
many words unintelligible
6. Usually is unintelligible.
7. Unintelligible.
CONT…
 Choose the item which best describes the
client's running speech in an unknown
context; do not use half intervals.
 When determining the intelligibility rating,
assume the listener is unaware of context or
topic.
 In the report refer to this scale in the following
way:
 "His intelligibility was rated a "5" (speech is
difficult to understand with many words
unintelligible on a 7 point rating scale where
"1" = no noticeable differences from normal,
"7" = unintelligible).
FORMAL TESTING
 ON REELS
 ON RELT
 ON GESTURAL SCALE
 ON 3D LAT
 ON SECS
REELS
 Ages: Birth through 36 months
 Testing Time: 20 minutes
 The Receptive–Expressive Emergent Language Test–
Fourth Edition (REEL-4) was designed to help you
identify infants and toddlers who have language
impairments or who have other disabilities that affect
language development. It is especially useful as an
assessment and planning instrument in Early Childhood
Intervention programs mandated under P.L. 99-457.
The REEL-4 has two subtests that make up the
Language Ability composite, Receptive Language and
Expressive Language, as well as a supplementary
Vocabulary Inventory test, composed of the Nouns and
Expanded subtests. Results are obtained from a
caregiver interview.
Reading Writing

 Letter recognition  Copying

 Word recognition  Writing to dictation
 Reading comprehension  Spontaneous writing

READING & WRITING SKILLS

DIAGNOSTIC FORMULATION
 Summary of all speech and language
evaluation
PROVISIONAL DIAGNOSIS
 Delayed Receptive & Expressive
Speech & Language Development/
Skills
 Phonological /Articulation Disorder
 Voice Disorder
 Fluency Disorder
 Dysarthria
 Aphasia
 Apraxia
RECOMMENDATIONS
 Audiological evaluation
 Psychological evaluation
 Physical evaluation
 Educational Guidance
 Vocational Guidance
 Intensive speech & language
stimulation at home
CONT…
 Speech and language therapy
 Articulation /Voice/Fluency therapy at
nearest center
 Oral motor exercises
 Vocal hygiene
 Psychological counseling
 Audiological habilitation