Antone's Intellectual Assessment

His IPE and REED from his last year at Lutz, state that he is a hard worker and is capable of working. While working it states that he may have issues with writing as he has limited fine and gross motor skills, issues with communication when it comes to expressing his needs as well as being understood because of difficulty understanding him, difficulty standing for long periods as he has an unsteady gait

The following information was derived from a review of Morgan’s academic record. Morgan attended Academy Nursery School in September of 2005. In October of 2005 Morgan was referred for a multidisciplinary evaluation due to concern regarding her speech and language development. As a result, she was administered the Goldman-Fristoe Test of Articulation-2 and the Clinical Evaluation of Language Fundamentals-Preschool-2 (CELF-P2). Results from the evaluation revealed her speech intelligibility was rated in the poor range and she demonstrated low language skills.

Danny, age 9, is a happy 4th grader boy, large and tall for his age. Even though Danny racial background is African American, he fairly interacts with mostly-white peers, and socially is liked and has many friends. Per the case study, Danny is living in the same community since he was born, but his family, mom, dad, and the two older sisters, came from Detroit, Michigan three years before he was born. Presently, he attends the elementary school of residence, and his level of academic achievement measures 121 in Math, 90 in Written Language and 76 in Reading, the IQ is 110. Successfully, passed the hearing and visual screening at school, and owns Gross Motor abilities. However, his teacher evaluated him for ODD and ADD, for defiant and off

Daniel’s file/IEP Pro shows no record of frequenting other schools, before Sunkids, he is ahead of peers, academically, he can read simple books, and knows math.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

As a result of his delay in speech and language skills, Joshua will receive Speech therapy as one of his early childhood intervention services. Joshua is 3.8 years old performing at 3.1 years old. In addition, Joshua’s expressive language skills are at a 2.9-year level. Joshua exhibits difficulty with age appropriate concepts, expressive and receptive language skills, vocabulary and maintaining focus. Furthermore, Joshua’s speech intelligibility is poor to fair, which negatively impacts his social language skills especially in a large group setting. According to the Speech and Language Chart (2nd Ed.) children from 2 ½ -3 years old should have speech intelligibility of approximately 80%. Joshua speech is judged to be more than 33% delayed.

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

8.2 ALL receptive and/or expressive language weaknesses are identified. More than three strategies to enhance language are listed.

Alejandro’s level of psychological functioning cannot be assessed, in depth, until he receives speech therapy. Presently, Alejandro demonstrates that he understands information passed to him by following instructions. Unfortunately, Ms. C. did not sign the appropriate permission paperwork to receive speech therapy, until recently. Alejandro shall start speech therapy in less than two weeks.

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the

3121). For example a six year old may be speaking at the norm of a four year old; all speech is in tack but development is lagging. It is noted that boys are at an increased risk of speech and language delay by three to four times more than girls (American Family Physician, 1999, pg. 3121). It is also estimated that 2% to 19% of preschoolers suffer from some sort of language deficiency (CASLPA, 2012). Phonology (the appropriate speech sounds of the language spoken) and stuttering may include 1% to 4% of defined speech issues. It is also important to note that there is a 20% to 40% risk factor of speech problems among those children with a family history (CASLPA, 2012).

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

Charlie is on 5th grade and has been diagnosed with a learning disability. He was described to be on grade level in Math but two years below grade level in English. He was given special education services because of his disability and is receiving services in a resource setting for one hour each day. He has no record of misbehavior.

Woodcock Johnson Test of Psycholinguistic Abilities Revised. It has good high level tasks for specific drill down areas and strong norms including pediatrics /grade level equivalents but is not normed for ABI or other disease categories.