Communication Sciences and Disorders

Client Name

Clinic Number

COMMUNICATION SCIENCES AND DISORDERS

UNIVERSITY OF KENTUCKY

REPORT OF SPEECH / LANGUAGE EVALUATION

Client: / Client No:
Guardian: (both parents) / Birthdate: C.A.:
Address: / Date of Evaluation:
Phone: (home or cell) / Student Clinician:
Referral Source: / Clinical Instructor:

I.  BACKGROUND INFORMATION

PATIENT NAME, a 4 year, 11 month old female, was seen at the University of Kentucky Communication Disorders Clinic for a speech and language evaluation on September 25, 2012. She was referred by her pediatrician secondary to concerns regarding her articulation and her ability to be understood by others.

Medical history is significant for chronic ear infections and P.E. tubes being placed on two separate occasions. She wears glasses and used a pacifier until she was 3 ½ years old. Patient displays an open bite. All developmental milestones were reportedly within normal limits with the exception of speech and language skills. Patient received speech therapy services through the First Steps for one year before aging out of the program. She currently attends Mother’s Day Out program at Porter Memorial Baptist Church two days a week. She lives at home with her grandparents and sister, Shaylynn (1).

II.  OBSERVATIONS

III.  SUMMARY OF SPEECH/LANGUAGE EVALUATION

The Goldman-Fristoe Test of Articulation-2 (GFTA-2) was administered to assess Patient’s ability to produce consonant sounds in single words. She was noted as having 38 errors with a standard score of 75 (mean = 100+/- 15) and a resulting percentile rank of 10th% (mean = 50th%). This indicated that she has a moderate articulation disorder. Patient displays a frontal tongue carriage at rest. She often produces a /th/ for /s/, /z/, /sh/ and /ch/ and displays cluster reduction. It is felt that her articulation errors impacted her overall speech intelligibility in conversation. She becomes frustrated and upset when she is not understood. Her grandmother estimated that she can understand 90% of what she says, but that unfamiliar listeners can only understand approximately 60-75% of what is said.

The following phonemes and blends were in error:

Phoneme / Positions / Errors
/tr/ / Initial / /t/
/sp/ / Initial / /f/
/l/ / Initial, Medial, Final / /j/, Omit, omit
/sh/ / Initial, medial, final / /th/, /s/, /s/
/v/ / Initial, Medial / /b/
/kw/ / Initial / /k/
/ch/ / Initial, Medial, Final / /t/, Omit, omit
/pl/ / Initial / /p/
/sw/ / Initial / /f/
/r/ / Initial, medial, Final / /w/, /w/, omit
/bl/ / Initial / /b/
/dz/ / Initial, Medial,Final / /d/, /d/, ds/
/th/ - voiced / Initial, Medial / /d/, /d/
/th/ - voiceless / Initial, Medial, final / /f/, Omit, /s/
/fl/ / Initial / /f/
/br/ / Initial / /b/
/dr/ / Initial / /d/
/fr/ / Initial / /f/
/gr/ / Initial / /g/
/kl/ / Initial / /k/
/kr/ / Initial / /k/
/gl/ / Initial / /g/
/sl/ / Initial / /s/
/st/ / Initial / /s/

The Clinical Evaluation of Language Fundamentals Preschool-Second Edition, (CELF-P 2), was administered to assess Patient’s core language abilities.

The Sentence Structure Subtest is used to evaluate Patient’s ability to interpret spoken sentences of increasing length and complexity. Patient’s scaled score of 3 (mean = 10 +/- 3) was below the level expected for a child her age. This test will be re-administered at a later date secondary to client fatigue. This is not felt to be a true representation of her abilities.

The Word Structure Subtest is used to evaluate Patient’s ability to (a) apply word structure rules (morphology) to mark inflections, derivations, and comparison; (b) derive new words from base words; and (c) use referential pronouns. Patient’s scaled score of 8 was within normal limits for a child her age. There are no concerns in this area at this time.

The Expressive Vocabulary Subtest is used to evaluate Patient’s ability to label illustrations of people, objects, and actions (referential naming). Patient’s scaled score of 12 was within normal limits for her age. There are no concerns in this area at this time.

A summary of Patient’s performance on the CELF-P 2 is presented below:

Subtest / Scaled Score
(mean = 10=/-3)
Sentence Structure (SS) / 3
Word Structure (WS) / 8
Expressive Vocabulary (EV) / 12
Index Scores / Standard Score
(mean = 100 +/- 15)
Core Language / 86

The CELF-P 2 index scores provide information about a child’s strengths and weaknesses. The index scores are composite scores that are formed by adding the scores of several subtests. Percentile ranks provide an indication of performance when compared to same aged peers in the sample population.

The Core Language index is a measure of general language ability that quantifies a child’s overall language performance and is used to make decisions about the presence or absence of a language disorder. All of Patient’s scores were within normal or above limits for her age with the exception of sentence structure. This subtest will be re-administered at a later date for a better picture of her true abilities. Scores will be reported and goals written if concerns arise.

III IMPRESSIONS AND RECOMMENDATIONS

Results of this evaluation revealed that PATIENT NAME presented with ______. Based on these results it is recommended that PATIENT NAME receive / continue to receive speech therapy once a week. Goals may include the following:

1.

2.

3.

4.

PATIENT NAME is a delightful little girl and it is a pleasure to participate in her care. If you have any questions or need further information please feel free to contact our Communication Disorders Clinic at (859) 218-0553.

______

(type name here) (type CI’s name here), (Type Degree, CCC-SLP)

Graduate Clinician Clinical Instructor