Parent Concerns:
Mrs. Adams has expressed that she is worried that Jessica is not doing well in school because her thoughts become “jumbled up” and that Jessica is becoming frustrated as a result of this. Mrs. Adams has also expressed that Jessica tends to speak softly when adults are around or in uncomfortable situations, but when participating in familiar play activities she uses appropriate volume.
Language and Communication:
The Clinical Evaluation of Language Fundamentals -4 (CELF-4), a comprehensive test that evaluates receptive and expressive language abilities was administered to Jessica. Jessica earned a Core Language Index score of 69 with a corresponding percentile rank of 2 placing her in the very low/severe range of functioning. Jessica earned a Receptive Language Index score of 90 with a corresponding percentile rank of 25 placing her in the average range of functioning. Jessica earned an Expressive Language Index score of 61 with a corresponding percentile rank of .5 placing her in the very low/severe range of functioning. There is a statistically significant discrepancy between receptive language and expressive language scores. Jessica earned a Language Content Index score of 90 with a corresponding percentile rank of 25 placing her in the average range of functioning. Jessica earned a Language Memory Index scored of 58 with a corresponding percentile rank of .3 placing her in the very low functioning range. There is a statistically significant discrepancy between Jessica’s language content and language memory scores. Jessica can follow directions without expressive language demands; however she has significant difficulty when it comes to expressing and recalling information. A second test, Test of Problem Solving-3: Elementary (TOPS-3: Elementary) was administered to Jessica. …show more content…
The results revealed that Jessica performed 1 and ½ standard deviations below the mean. The results further support the findings of the CELF-4, which indicated that Jessica has difficulties with memory and expressive language tasks. Additional subtests of the CELF-4 were also administered to Jessica. The Rapid Automatic Naming subtest and the Word associations subtest indicated that Jessica has difficulties with memory and word finding tasks. Language Sample: A language sample revealed grammatical errors and short sentences and phrases. Jessica had difficulty answering questions and following directions. She did not use a variety of words within conversation. Students Strengths: An area of relevant strength for Jessica was in her Receptive Language and her Language Content scores. Jessica’s Receptive Language Index Score was a 90, which places her in the average range for her age. This means that Jessica listening and auditory comprehension is normal for her age. Jessica’s Language Content Score was also a 90, which places her in the average range for her age. This means that Jessica understands vocabulary, concepts and category development, can comprehend associations and relationships among words, and can interpret verbal factual and inferential information. Summary: The results of the CELF-4, TOPS-3: Elementary and the subtests of the CELF-4 (Rapid Automatic Naming and Word Associations) all indicate that Jessica experiences difficulty in the areas that require memory and expressive language. Evidence is also provided by informal assessment measures. The informal assessments indicated that Jessica has difficulty with tasks that require her to follow directions; her language and writing samples indicate that she has limited vocabulary and using short sentences and phrases. The informal assessments also indicate that Jessica is able to use appropriate volume when communicating with peers, but chooses not to
Mrs. Adams has expressed that she is worried that Jessica is not doing well in school because her thoughts become “jumbled up” and that Jessica is becoming frustrated as a result of this. Mrs. Adams has also expressed that Jessica tends to speak softly when adults are around or in uncomfortable situations, but when participating in familiar play activities she uses appropriate volume.
Language and Communication:
The Clinical Evaluation of Language Fundamentals -4 (CELF-4), a comprehensive test that evaluates receptive and expressive language abilities was administered to Jessica. Jessica earned a Core Language Index score of 69 with a corresponding percentile rank of 2 placing her in the very low/severe range of functioning. Jessica earned a Receptive Language Index score of 90 with a corresponding percentile rank of 25 placing her in the average range of functioning. Jessica earned an Expressive Language Index score of 61 with a corresponding percentile rank of .5 placing her in the very low/severe range of functioning. There is a statistically significant discrepancy between receptive language and expressive language scores. Jessica earned a Language Content Index score of 90 with a corresponding percentile rank of 25 placing her in the average range of functioning. Jessica earned a Language Memory Index scored of 58 with a corresponding percentile rank of .3 placing her in the very low functioning range. There is a statistically significant discrepancy between Jessica’s language content and language memory scores. Jessica can follow directions without expressive language demands; however she has significant difficulty when it comes to expressing and recalling information. A second test, Test of Problem Solving-3: Elementary (TOPS-3: Elementary) was administered to Jessica. …show more content…
The results revealed that Jessica performed 1 and ½ standard deviations below the mean. The results further support the findings of the CELF-4, which indicated that Jessica has difficulties with memory and expressive language tasks. Additional subtests of the CELF-4 were also administered to Jessica. The Rapid Automatic Naming subtest and the Word associations subtest indicated that Jessica has difficulties with memory and word finding tasks. Language Sample: A language sample revealed grammatical errors and short sentences and phrases. Jessica had difficulty answering questions and following directions. She did not use a variety of words within conversation. Students Strengths: An area of relevant strength for Jessica was in her Receptive Language and her Language Content scores. Jessica’s Receptive Language Index Score was a 90, which places her in the average range for her age. This means that Jessica listening and auditory comprehension is normal for her age. Jessica’s Language Content Score was also a 90, which places her in the average range for her age. This means that Jessica understands vocabulary, concepts and category development, can comprehend associations and relationships among words, and can interpret verbal factual and inferential information. Summary: The results of the CELF-4, TOPS-3: Elementary and the subtests of the CELF-4 (Rapid Automatic Naming and Word Associations) all indicate that Jessica experiences difficulty in the areas that require memory and expressive language. Evidence is also provided by informal assessment measures. The informal assessments indicated that Jessica has difficulty with tasks that require her to follow directions; her language and writing samples indicate that she has limited vocabulary and using short sentences and phrases. The informal assessments also indicate that Jessica is able to use appropriate volume when communicating with peers, but chooses not to