ASHA Course Code: Service Delivery Associated with Speech, Language, Hearing and Related Disorders – 7010
When we set out to write up a report for students with less frequently occurring communication disorders, it can take an excruciatingly large amount of time to find or create the tasks needed for the evaluation and the text needed to complete the report.
We’re going to run through six different communication disorders that are less frequently occurring than your general expressive language and speech disorder. We’ll share considerations for testing, checklists, and test blurbs so you can efficiently knock out these reports.
Level, Authors, and Disclosures
FINANCIAL: Ellen Kester, Ph.D., CCC-SLP is the founder and owner of Bilinguistics and she receives a salary. She receives royalties from sales of products published by Bilinguistics. Scott Prath, M.A., CCC-SLP is employed by Bilinguistics and receives a salary. He also receives royalties from sales of products published by Bilinguistics.
NON-FINANCIAL DISCLOSURE: None to disclose.
The process of writing a speech-language report can be a daunting task. Before we even start testing we have piles of documents from teachers, parents, and possibly other professionals. It is a tedious job to organize it into a coherent background section.
Next, we use a series of standardized and non-standardized measures to gather information about receptive language, expressive language, articulation, phonology, voice, fluency, and pragmatics. Information about language skills can be further divided into content and form. For bilingual students we address all of these areas in a second language as well. Many speech-language pathologists struggle with how to efficiently organize all of the information into a report that is as succinct as possible but still includes all of the necessary components.
In this workshop, we’ll provide a framework to efficiently organize both the background information and the data gathered from standardized and non-standardized measures. We’ll share forms, tables, charts, verbiage, and strategies that will help you produce well-organized reports in less time.
Write a background section that includes all pertinent parent and teacher information Identify strengths and weaknesses from standardized and non-standardized testing measures Describe dynamic assessment outcomes to inform the reader about effective starting points and meaningful goals
Time-Ordered Agenda: 05 minutes Introduction 10 minutes Report Template approaches 10 minutes Background Information 10 minutes Describing the results of standardized and non-standardized measures for language 10 minutes Describing dynamic assessment results 10 minutes Describing standardized and non-standardized speech testing measures 30 minutes – question and answer session 05 minutes Conclusion