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Speech Assessment

Speech Language Therapy Assessment Process

This is a guide documents towards conducting a comprehensive speech-language assessments.

Speech-language assessment is a complex process.

Assessing, describing, and interpreting an individual’s communication ability requires the integration of a variety of information gathered in the evaluation process.

The centre follows the following guidelines to develop a comprehensive speech-language pathology assessment. This includes the following components:

  • Case history, including medical status, education, socioeconomic, cultural, and linguistic backgrounds and information from teachers and other related service providers
  • Patient/client/student and family interview
  • Review of auditory, visual, motor, and cognitive status
  • Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication, and swallowing function, including observations and analysis of work samples
  • Identification of potential for effective intervention strategies and compensations
  • Selection of standardized measures for speech, language, cognitive-communication, and/or swallowing assessment with consideration for documented ecological validity and cultural sensitivity
  • Follow-up services to monitor communication and swallowing status and ensure appropriate intervention and support for individuals with identified speech, language, cognitive-communication, and/or swallowing disorders

Oral-motor and Feeding Evaluation:

This may include the assessment of the oral structures, oral-motor control (suck, swallow, chew), behavioural responses during feeding, parent/child interaction, self-feeding skills.

CELF – Clinical Evaluation of Language Fundamental

The Clinical Evaluation of Language Fundamentals (CELF) is an instrument for identifying and diagnosing disorders in language performance. The most recent version of the instrument is the fourth edition, CELF-4. This edition is structured around four levels of assessment: language disorder, nature of disorder, behaviours of the disorder, and how the disorder effects classroom performance.

There are four Core tests to determine the deficit; additional sub-tests determine strengths and weaknesses, and supplemental sub-tests for clinical skills. The Observational Rating Scale and Pragmatics Profile allow for descriptive measures of language performance at school and at home.

Speech Sound Disorders-Articulation and Phonology

Screening is conducted whenever a speech sound disorder is suspected or as part of a comprehensive speech and language evaluation for a child with communication concerns.

The purpose of the screening is to identify those who require further speech-language/ -communication assessment or referral to other professional services.

Functional com

A functional Communication Assessment is used for the children to measure and develop strategies to expand their ability with speech, language, and cognitive communication difficulties.

Social intereaction

The therapist facilitate social communication difficulties in children.

In social communication, we assess the following domains of social communication function in an integrated way.

  • 1) Disorders of social interaction,
  • 2) Social cognition,
  • 3) And Pragmatics, because these are unique to social communication.
  • 4) Disorders of receptive and expressive language.

Oral motor Evaluations for feeding

Any client who displays oral-motor difficulties as compared to their typically developing peers for feeding and speech:

  • Reduced mobility
  • Reduced agility
  • Reduced precision
  • Reduced endurance