Standardized Assessments A composite standard score <1.0 standard deviation below the mean. Language quotient or standard score of ≥86. ≥17th percentile. A composite standard score of 1.0 to 1.4 standard deviations below the mean. Language quotient or standard score of 78-85. 8-16th percentile. A composite standard score of 1.5 to 2 standard deviations below the mean. Language quotient or standard score of 71-77. 3-7th percentile. A composite standard score of >2 standard deviations below the mean. Language quotient or standard score at or <70. ≤2nd percentile. Informal Assessments Criterion referenced Language or speech samples Structured observation No apparent problem Mild Moderate Severe The child’s language skills are within his/her expected language performance range on an informal assessment instrument. Informal assessment indicates a language deficit. Informal assessment indicates a language deficit that usually interferes with communication. Informal assessment indicates the pupil has limited functional language skills. Communication is an effort. Child is nonverbal and cognitive ability has not been ascertained. Speech or Language Impairment Eligibility Form/Severity Rating Scales Fluency Severity Rating Scale Fluency impairment: Abnormal speech production with reference to continuity, smoothness, rate and effort. No fluency assessment needed. To find the presence of an impairment, ratings in Description of Fluency and Informal Assessments MUST fall within the moderate or severe category. Standardized Assessments/ Description of Fluency No apparent problem Mild Moderate Severe Fluency of speech does not draw attention to the child and is developmentally appropriate. 3-5% dysfluent syllables of total syllables spoken with two or more speech samples of at least 100 syllables. No secondary characteristics, 6-10% dysfluent syllables of syllables spoken with two or more speech samples of at least 100 syllables. Secondary characteristics, ≥11% dysfluent syllables of total syllables spoken with two or more speech samples of at least 100 syllables. characteristics,
frustration and avoidance behaviors present. Fluent speech predominates. frustration and avoidance behaviors may be present. frustration and avoidance behaviors are present, typically noticeable and distracting. Informal Assessments No apparent problem Mild Moderate Severe Transitory dysfluencies are observed in specific situations. Frequent dysfluencies are observed in many situations. Habitual dysfluent behaviors are observed in a majority of situations. Speech or Language Impairment Eligibility Form/Severity Rating Scales Voice Severity Rating Scale When a is referred for a voice impairment, a medical referral is indicated. Voice impairment: The absence or abnormal production of voice characterized by: deviant initiation/duration, tonal quality, pitch, loudness and/or resonance for age or speaking situation. No voice assessment needed. To find the presence of an impairment, ratings in Description of Voice and Informal Assessments MUST fall within the moderate or severe category. Description of Voice No apparent problem Mild Moderate Severe Voice production quality (tension, resonance), pitch and intensity are not unusual. Inconsistent noticeable differences in voice production quality (tension, resonance), pitch or intensity. Persistent noticeable differences in voice production quality (tension, resonance), pitch or intensity. Persistent noticeable extreme differences in voice production quality (tension, resonance), pitch or intensity. Informal Assessments No apparent problem Mild Moderate Severe Voice difference including hoarseness, pitch or intensity is somewhat Voice difference including hoarseness, pitch or intensity is significantly Voice difference including hoarseness, pitch or intensity is distinctly abnormal for the