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Quick Contents

Overview Tutorials Test Practice Assignment Layman's Terms Assignment EEU In Class Assessment ASHA Reporting Tool Feedback Form PSLE Plan Interview Materials Materials for Informal Assessments Parent Conferences PSLE Resources Speech, Oral-Motor, Motor Planning for Speech Related Materials Fluency Assessment Materials Nonstandardized Comprehension Assessment Materials Narrative Resources Language Sample Analysis Form PSLE Report Outline and Template SHSC Report Examples

Cover Letter EEU Reports (use only for eligibility assessments) The Treatment Waiting List  Phonemic Awareness Screening Materials Information on Bilingualism Autism Resources Database of Tests in the Clinic (Link to Docushare) Converting Standard Scores to Other Types of Scores Information on Nonverbal IQ Measures for Children     Instructions for Recording Equipment 184 PSLE Room Configuration - Table Activities PSLE Room Configuration - Floor Activities

• An Overview of the PSLE Clinical Experience   

• PSLE Planning Sheet - use for file review and preplanning sessions

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• Tutorials

  Preparing - Before the Assessment Day

  Preparing - Day of the Assessment

  Hearing Screening

  Interviewing

  Debriefing Meetings

  The Parent Conference

  Report Writing

   

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Form for Recording Accumulated Clock Hours

or

If you prefer to keep your information on the computer here is an Excel document that will allow you to track your minutes and do the addition for you.

   Personal Hours Tracking Database (Excel document - courtesy of Dana Slocomb, class of 2007)

• Test Practice Assignment (to be completed to receive credit for PSLE)    

  • Brief Assignment Directions and Worksheet

  • List of Tests to Give

  • Brief PowerPoint Tutorial on the Assignment - Read CAREFULLY please

   

• Layman's Terms Assignment (to be completed before the first parent conference) - convert jargon to language easily understood by parents and other non-SLP types

  • This may be changing to a Catalyst assignment with a slightly different bent - you will be sent the link.

• EEU In-class assessment

  • Description of Assignment

   

  • Transdisciplinary Play Based Assessment (TPBA) Observation Worksheets

    • Communication Behavior

    • Cognitive Behavior

     

  • Assessment, Evaluation and Programming System (AEPS) Material

    • Data Forms

      • Birth - 3 years Data Forms (Cognitive, Social-Communication, Social Domains)

      • 3 - 6  years Data Forms (Cognitive, Social-Communication, Social Domains)

     

    • AEPS Manual - Selected Chapters (Complete manual is stored in the Student Computer Lab)

      • Chapter 1 - The AEPS: An Overview

      • Chapter 3 - Content, Organization and Administration Guidelines

       

  • Pragmatic Skills Checklist

   

  • Assessment Template

   

  • EEU In-Class Assessment Report Example

 

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• ASHA Reporting Tool (Main Docushare Folder where the following individual items are housed)
  • Asha Report Tool - Evaluation of Student's Clinical Skills Form
  • Directions for filling out the Evaluation of Clinical Skill Form
  • Instructions for Entering and Editing Data in ART

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• Example of a PSLE Plan     

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• Interview Materials     

• The Interview Process: Obtaining Information - An overview

• Basic PSLE Interview Outline

• Autistic Spectrum Disorder Interview (Supplemental to PSLE Interview Outline)

• Information on Interviewing Strategies and Traditional vs. Ethnographic Interviewing

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• Materials for the Informal Assessment of and Treatment Recommendations for Developmentally Young Children
  • Semantic Relations, Piagetian Tasks, Play, etc.
  • Form for Observing During Low Structured Assessment
  • Summary of Symbolic Play Development
  • Observation Checklist for Children with suspected SELI

   

  • Crais, E. R., & Roberts, J.E. (1991). Decision Making in Assessment and Early Intervention, Language Speech and Hearing Services in Schools, Volume 22, 19-30.

   

  • Olswang, L.B., Rodriguez, B., & Timler, G. (1998). Recommending Intervention for Toddlers with Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot. American Journal of Speech-Language Pathology, Volume 7, 23 - 32.

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• Fluency Assessment Materials
  • Information to Gather During the Interview if Disfluency is an Issue
  • Preschool Fluency Questionnaire
  • Parent Questionnaire
  • "Prins Hierarchy" - systematically shifting the communication context to see effects on fluency
  • SSI-3 Record Form
  • Reading Passage 1
  • Reading Passage 2
  • Straight Talk About Fluency - excerpts from Johnson and Sheehan

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• Nonstandardized Comprehension Assessment Materials
  • Selections from The Clinical Assessment of Language Comprehension (Miller and Paul). Document includes:
    • Comprehension of Familiar Routines
    • Joint Reference Activity
    • Comprehension of Object and Person Names
    • Comprehension of Early Two-Word Relations
    • Comprehension of Two-and Three-Word Instructions w/Toys as Agents
    • Comprehension of Locatives: Search Task
    • Comprehension of Locatives: Placement Task
    • Comprehension of Locatives: Body Placement Task

     

  • Question the Direction: A Program for Teaching Careful Listening and the Questioning of Unclear Directions (Mancuso, 1988)
    • Pretest/Posttest

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• Narrative Resources
  • Patterns of Narrative Discourse (McCabe & Bliss, 2003)
    • Eliciting and Analyzing Personal Narratives
    • Assessment Guidelines for Children
    • Intervention Guidelines for Children

     

  • Story Building: A Guide to Structuring Oral Narratives (Hutson-Nechkash)
    • Introduction and Assessment Guidelines

     

  • The Story Grammar Marker (Rooney Moreau & Fidrych) (complete kit is in materials room)
    • Language/Literacy Developmental Checklist & Story Grammar Marker Elements

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• Parent Conferences     
• The Parent Conference: Giving Information - An overview
• General Guidelines
• Example of a PC Outline
• Template for the PC Outline
• Other examples of PC Summaries
  • Example 1 - for a child with severe disabilities; focus on what child can do, and what they may be ready to try to do
  • Example 2 - PC Outline - with strengths listed first
  • Example 3 - PC Outline - with recommendations embedded throughout document (rather than all at the end)

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• PSLE Resources (Books/Manuals that you might want to have in your library)

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• Speech, Oral-Motor, Motor Planning for Speech Related Materials
  • Intelligibility Rating Scale
  • The Structural-Functional Exam
  • Structural-Function Examination Form
  • Another Structural-Functional Exam Form
  • Assessment of Diadochokinetic Syllable Rates
  • Hierarchy for Motor Speech Examination
  • Motor Speech Examination Form
  • Visual "Cheat" Sheet for a Brief Structural-Functional Exam
  • Oral-Motor Assessment - from Oral-Motor Activities for School-Aged Children by Elizabeth Mackie (LinguiSystems)

• Materials for Stimulability (.pdf document)

• Facilitative techniques for speech sounds (.pdf documents)

            From Bleile, K. (1995). Manual of Articulation and Phonological Disorders. San Diego, CA: Singular Publishing.

  • Introductory Information
  • /s, z/
  • /r/
  • /l/
  • /k, g/
  • /ʧ, ʤ, S/ ("ch", "j", "sh")
  • /f, v, T, ð/ ("f", "v", "th - voiceless", "th - voiced")
  • /j, ŋ, h/ ("y", "ng", "h")
  • /t, d, n/
  • /p, b, m, w/

   

• Articles on Articulation Norms:

  Smit, Hand, Freilinger, Bernthal, & Bird (1990). The Iowa Articulation Norms Project and Its Nebraska Replication. Journal of Speech and Hearing Disorders, Volume 55, 779-798.

  Smit (1993). Phonologic Error Distributions in the Iowa-Nebraska Articulation Norms Project: Consonant Singletons. Journal of Speech and Hearing Research, Volume 36, 533-547.

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• Language Sample Analysis Form

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• PSLE Report Outline

• PSLE Report Template

• Report Checklist

• General Writing Guidelines

• "Technical Aspects of Report Writing" - from Middleton, et al. (1992) Report Writing for Speech-Language Pathologists. San Antonio, Tx: Communication Skill Builders

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• Report Examples using the required UWSPH clinic format

• Example #1 (Articulation and Literacy Re-evaluation; early school-age)
• Example #2 (Articulation Evaluation; mid school age)
• Example #3 (Articulation Re-evaluation early/mid school age)
• Example #4 (Autism Spectrum Disorder evaluation; school age)
• Example #5 (Autism Spectrum Disorder evaluation; early school age)
• Example #6 (SELI toddler)
• Example #7 (Language & Literacy Early SchoolAge - written specifically to help family get services from schools)

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• Cover Letter Examples
• Sample Cover Letter
• Clinic Letterhead template

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• EEU Reports
(use these only for eligibility assessments, NOT for the "in-class assessment" described above)
• Report Template
• Example #1 (no background section - more typical of reports done for the EEU)
• Example #2 (with more extensive background section - not typically done for EEU assessments. Focus on content of assessment findings.)

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• The Treatment Waiting List
• Form: Request for Adding a Client to the Waitlist
• Child Articulation and Language Unit Waiting List FAQ's

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• Phonemic Awareness Screening Materials
• Test of Auditory Analysis Skills
• Auditory Blending Subtest of the CAVAT

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• Information on Bilingualism
  • Second Language Learning: A Complex Process (Hanen)

   

  • Helping Families From Other Cultures Decide on How to Talk to Their Child with Language Delays

   

  • Gillam, Pena, Miller (1999), Dynamic assessment of narrative and expository discourse. Topics in Language Disorders, 20, 1.

    Abstract:

    • The ability to understand and create stories and explanations plays an important role in the acquisition of literacy. This article describes how clinicians can use an assessment process known as Dynamic Assessment to evaluate children's narrative and expository discourse abilities. These assessment procedures help speech-language pathologists better describe the language learning potential of children who are referred for language assessment, and they yield information that is useful for determining whether children present a language difference or a language disorder. We also demonstrate how Dynamic Assessment provides critical information for planning language intervention.

   

  • Fierro-Cobas, Chan, (2001). Language Development in bilingual children: A primer for pediatricians. Contemporary Pediatrics.

   

  • Gutierrez-Clellen. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology.

   

  • Handout on Spanish Articulation/Phonology:

  Tsugawa, L. (2005). Spanish Articulation for the Spanish-Challenged Clinician. Handout from Conference: Assessment and Treatment of Culturally and Linguistically Diverse Pediatric Populations, OHSU Campus, January 28-29, 2005.

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• Autism Resources

  • Understanding Some Common Problems Behaviors in Children with Autism. Handout from Julie Osterling and Geraldine Dawson.

   

• Excerpts from Autism Spectrum Disorders: Issues in Assessment and Intervention. Prelock, P. 2006. Pro-Ed: TX.

  • Understanding and Assessment in the Communication of Children with ASD (Chapter 4)

  • Understanding and Assessing the Play of Children with ASD (Chapter 5)

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• Info on Nonverbal IQ tests

  • DeThorne, L.S. & Schaefer, B.A. (2004).  A guide to child nonverbal IQ measures. American Journal of Speech-Language Pathology, 13, 275-290.

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Site Last Updated  06/12/08