This two-page document lists the phonological and grammatical characteristics of African-American English Vernacular, which may be used to adjust scoring of speech and language assessments in a culturally relevant way. Click here to view/download this document.
Analysis Checklist for Classroom Interactions
Obtained from ASHA Division 16 (School-Based Issues) listserv, March 22, 2001
This informal assessment protocol is designed for use by teachers and communication consultants who wish to foster better matches between teacher talk and child listening by analyzing current situations so that they may adjust the environment and provide individualized intervention when indicated. Click here to view/download this document.
CALMS Rating Scale for School-Age Children Who Stutter
Obtained from http://csd.uncg.edu/
This rating scale is designed to evaluate cognitive, affective, linguistic, motor, and social (CALMS) components that are related to stuttering. It is recommended that clinicians base their clinical judgment on deriving a score for each item using scores and/or data from scales, tests, as well as documented evidence about the child being evaluated. Click here to view/download this document.
Classroom Communication Skills Inventory
Adapted by Shelly Wier, August, 2014
This is an informal listening and speaking checklist that can be used to gather classroom-based or achievement data regarding speech and language skills. It was originally published by Psychological Corporation in 1993. Reconstructed and adapted by Shelly Wier, MS, CCC-SLP, August 2014. Click here to view/download this document.
Classroom Observation Checklist for Use by SLPs
Modified from Clinical Connection, Summer 1988
This checklist provides a way for SLPs to quickly analyze a student's classroom environment -- from the teacher's presentation of information to the student's study skills. Click here to view/download this document.
Collecting Informal Assessment Data
From the Sourcebook for Speech and Language Assessment, 1996
Language observations can be completed as the student describes pictures, tells stories, and in other situations. Activities in which the student talks about action pictures can be helpful in assessing descriptive language skills and use of basic grammatical forms in the present tense. Click here to view/download this document.
Conducting Observations (*to be used with the Expressive Language Observation form)
Adapted by Shelly Wier, September 2000
These instructions are generic enough to apply to any observation, but are designed to accompany the Expressive Observation form below. It includes tips to consider before, during and after observation sessions. Click here to view/download this document.
These templates were created/modified based on an example form used by the Bentonville school district. They are provided in Word .doc format (rather than .pdf) so that they can be modified as needed for individual district use. This is not a required addendum or report. It's just an example of one way to summarize the data from the team's Existing Data Review.
Additional guidance/instructions for dismissing students from speech-language therapy (especially for articulation/intelligibility) when no testing or additional data is needed and the student has achieved his/her 'terminal' goals... can be found on the News & Announcements page of this website.
Consider using this observation form to document developmental or basic language skills at any age. It analyzes form and function according to the primitive, conventional, and symbolic behaviors demonstrated and the social and nonsocial intentions they communicate. Click here to view/download this document.
Functional Listening Evaluation
From Singular Thomson Learning, 2000
The purpose of this evaluation is to determine how a student’s listening abilities are affected by noise, distance, and visual input. It is designed to simulate the student’s listening ability in a situation that is more representative of his or her actual listening environment than the sound booth. This protocol is based on a listening paradigm suggested by Ying (1990), and by Ross, Bracken, and Maxon (1992). Click here to view/download this document.
This single page handout from Educational Audiology/Speech Pathology Resources for Schools (EARS) shows essential items for hearing aid maintenance and links to where to purchase them. Click here to view/download this document.
This is an observational worksheet that assesses attention, inhibition, initiation and persistence, goal selection, planning and organizing, flexibility, execution and goal attainment, and self-regulation. Click here to view/download this document.
Posted by Shelly Wier, November 2014
The term intelligibility refers to the proportion of a speaker's output that a listener can readily understand. In typical development, as children learn to talk, their comprehensibility to those around them steadily increases. This document from Carolyn Bowen's website provides a review of expected skills from a number of sources, and can be used to help document intelligibility of speech. Click here to view/download this document.
Observational Profile of Classroom Communication
From Clinical Connection, Winter 1988
The purpose of this nonstandardized, observational profile is to assist teachers in observing functional communication variables within the speaker, listener, content, and context. It examines ongoing communication in a classroom setting utilizing a procedure developed by the SPERS model (Lasky, 1983, 1985). The questionnaire asks about the signal and presentation, the environment, the response of the student, and the learning strategies used in the classroom. Click here to view/download this document.
QUILS - Quick, Interactive Language Screener
Early identification is the first step to helping young children with language delays improve their skills. This new, game-like, interactive, language screener, for 3-5-year-olds, measures children's skills in vocabulary, syntax, and process. In about 15-20 minutes the child can complete it, with supervision from a teacher or paraprofessional, on any tablet, laptop, or desktop with touchscreen technology and Internet access. Annual subscriptions cost $99. Learn more at www.brookespublishing.com/quils. Be sure to check out the Introductory video.
School-Age Child Who Stutters: Information for Educators
From the Stuttering Foundation of America
Teachers are an important part of a child’s environment. For children who stutter, a teacher’s understanding and support are critical in determining what the child’s experience with stuttering will be. Click here to view/download this document.
Speech Production - Classroom-Based Assessment
Created by Shelly Wier, August 2014
This is an informal checklist that can be used to gather classroom-based or achievement data regarding articulation skills/intelligibility, voice production, and fluency of speech. It was created using content from a variety of similar tools used in other states. Click here to view/download this document.