SPEECH PATHOLOGY

INITIAL ASSESSMENT SUMMARY REPORT

Private & Confidential

The information in this report is important for ALL members of the student’s support team. The report has
been organised and written to make access to this information easier.

Student Name: Bailey Abbott

School: Emmaus College
Year: 8
Date of Birth: 22/12/2006
Date/s of assessment: 27/07/2020 | 29/07/2020 | 30/07/2020
Age at assessment: 13 years 7 months
Speech Pathologist: Jershon Yong
Copies to: School team; Parents; Speech pathology file

Findings outlined in this report reflect performance on the day/s of assessment. It is

acknowledged that performance may vary based on the day and context.

REASON FOR ASSESSMENT – Why was Bailey’s language assessed?

Bailey was observed to demonstrate learning difficulties in the classroom that may pertain to
language implications. He was reviewed and provided with additional in-class support by teaching
staff before being referred to speech pathology assessment.

The purpose of this assessment and report is to:

 Describe Bailey’s current language skills
 Identify the educational impacts of Bailey’s language profile
 Help identify classroom adjustments to support access and participation
 Further inform education and intervention planning.

ASSESSMENT PROCESS – How was Bailey language assessed?

Information about Bailey’s language was obtained by:

 Talking with Bailey; his teacher, Fred Hundy; parent, Terry Abbott
 Reading Bailey school file, and the Child Case History Form
 Observing Bailey during classroom activities
 Informal observations - conducted in session.
 Working with Bailey to assess his:

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 o Basic language skills
o Literacy skills

 The tests used to evaluate Bailey’s language were:

o Clinical Evaluation of Language Fundamentals 5th Edition (CELF-5)
o Queensland University Inventory of Literacy (QUIL) (2 subtests)

 This report also considers a recent prior assessment completed by guidance counsellor –
Rachel Martin on the 5th of June 2020:
o Comprehensive Test of Phonological Processing 2nd Edition (CTOPP 2)

The above information is detailed in the following appendices:

 Appendix A – Relevant background information

 Appendix B – Assessment analysis and educational impact
 Appendix C – Assessment information – standardised test results

SUMMARY OF ASSESSMENT FINDINGS – What did we learn?

On the 22nd of July 2020, Bailey Abbott was seen by Jershon Yong, Speech Pathologist. At the
time of the assessment, he presented with severe difficulties in expressive and receptive
language skills. He was also found to have very poor literacy skills. Bailey has experienced
ongoing difficulties with learning throughout his schooling and in the absence of any other
diagnosis, Bailey’s assessment results are consistent with a diagnosis of Developmental
Language Disorder (DLD).

RECOMMENDATIONS – Next steps?

Please refer to the relevant Appendices for more detailed information about this assessment and
test results.
1. The results of this assessment will be shared with Bailey’s school team (including parents)
to deepen the understanding of communication language/profile.
2. The speech pathologist continues to work with Bailey and team to identify the following:
a. The most significant functional impacts of the language disorder across subject
areas, and at school more broadly
b. The most helpful adjustments to address the identified impacts, and support access,
participation and learning success
c. How best to implement, monitor and review these adjustments
d. Specific interventions – implementation, monitoring and review.
3. Bailey will benefit from direct speech pathology intervention to further develop
language skills. It is recommended the family consider private speech pathology services.
4. Bailey may benefit from a cognitive assessment by a psychologist or similar clinician.
5. Due to severity of Bailey’s language, he will be placed under monitoring as an SLI
(Speech-Language Impairment) potential.

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 6. The team (including parents, and speech pathologist) consider how best to support and
develop Bailey’s understanding of his language/learning profile to:
a. ensure he continues to think positively about herself as a learner
b. enable him to use this information to support his learning and interactions with
others.

If you have any questions about this report, or how to support Bailey’s language further, please
contact the school.

Jershon Yong
Speech Pathologist – School Based

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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Appendix A

BACKGROUND INFORMATION

The following background information was obtained through review of the Case History
information provided by Bailey’s parent; talking with Mr Abbott; and reading Bailey’s school file,
which includes reports from other professionals who have worked with Bailey.

Family Details
Bailey lives at home with his father (Terry Abbott), his father’s partner, one sister, and five
brothers. Bailey is the second eldest of his siblings.
Language Background
Bailey’s first language is English, and no other languages are spoken at home.
Bailey’s mother and two of his maternal uncles were reported to have dyslexia.
Developmental History
Bailey had typical developmental milestones that were of nil concern.
Bailey was reported to have a history of family trauma.
Medical History
Bailey was born preterm at 34 weeks due to his mother’s previous stillborn pregnancy.
Educational History
Bailey attended Flagstone Early Learning Centre from 18 months old to grade 1. He then attended
Hills International College from grade 1 to grade 2 before enrolling in Livingstone Christian College
from grade 3 to grade 4. He then attended Jimboomba State School from grades 5 to 6 and has
since been enrolled into Emmaus College from grade 7.
Wellbeing and Psychology History
Nil concerns
Speech Pathology
No history of previous Speech Pathology intervention.
Other
-

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 Appendix B

ASSESSMENT ANALYSIS & EDUCATIONAL IMPACT

Bailey's Profile of Impact on Learning

Skills

Receptive Language (Understanding):

Strengths:  Following up to 4-step directions with various modifiers.
 Identifying related words based on semantic class, location and
composition.
 Understanding of left/right and serial order (e.g. first, second, last)
 Recalling short sentences
 Describing basic concepts related to own experiences

Areas for development:  Identifying related words based on synonym/antonym and object
function.
 Interpreting the main ideas, details, sequence, and inferencing
information in stories.
 Understanding the social context and prediction information in stories.
 Interpreting sentences with comparative, spatial, temporal, sequential,
and passive information.

Impacts in the  Not seeming to listen when he is spoken to

classroom:  Inability to understand complicated sentences
 Requiring multiple repetitions of the same information before
understanding
 Taking a longer time to process what has been said compared to his
peers
 Forgetting long pieces of information said to him

Supporting Bailey’s  Break down information into key concepts and ideas.
learning:  Provide small amounts of verbal information with processing time
 Ask yes/no questions or provide multiple choice options to evaluate his
understanding of something
 Provide instructions in a written format for him to refer back to
 Encourage Bailey to repeat back information to check his
understanding
 Gain his attention before providing information
 Encourage the use of simplified online dictionaries to develop
knowledge of new words (e.g. Cambridge Learner’s Dictionary)
 Consider visual supports for understanding math concepts

Expressive Language (Communicating):

Strengths:  Formulating grammatically correct and meaningful sentences with
nouns, adjectives, pronouns, verbs, and prepositions.
 Recalling short sentences

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 Bailey's Profile of Impact on Learning
Skills

 Describing basic concepts related to own experiences

 Constructing simple sentences in passive declarative and interrogative
language.

Areas for development:  Formulating grammatically correct and meaningful sentences with
conjunctive adverbs and conjunctions.
 Retaining phonological information in longer sentences
 Describing concepts related to experiential, science, social studies,
language/literature/arts.
 Constructing sentences with complex passive, and simple active
declarative and interrogative language.

Impacts in the  Unable to express his knowledge about class topics

classroom:  Difficulty explaining himself
 Using the wrong words in speech
 Frequent use of non-specific words (e.g. thing, stuff)
 Providing sentences (verbal and written) in a variety of sentence
Structures (including the use of short, simple sentences)
 Unable to produce complex word or sentence structures
 Using incorrect grammatical terms (e.g. past tense)
 Difficulties with retelling a story or relaying information

Supporting Bailey’s  Encourage the use of dot points for writing tasks when sentences are
learning: not required
 Use visuals supports to help Bailey structure his verbal or written
responses (visual of key characters or actions within a story)
 Encourage the use of simple sentences with explicit teaching of more
complex sentences
 Provide sentence starters for Bailey to use in writing tasks
 Encourage Bailey to demonstrate ideas through multi-modal methods
(e.g. drawings, symbols, pictures)
 Provide multiple choice options where possible for Bailey to express
himself
 Consider the use of multiple-choice options in assessment to minimise
the impact of Bailey’s difficulties with memory
 Provide additional time for assessments

Phonological Processing (Sound to letter awareness):

Strengths:  Blending individual sounds into words
 Memory for digits
 Non-word repetition

Areas for development:  Reading and writing new/non-words accurately

 Omitting a sound of syllable from a word
 Identifying a individual sounds in a word
 Automatic and rapid identification of sounds of letters and numbers

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 Bailey's Profile of Impact on Learning
Skills

 Blending two different sounds together to form a new word

Impacts in the  Requiring substantially longer time to read a text than his peers,
classroom: especially if containing new or complex words.
 Difficulty in spelling new or more complicated words.
 Providing answers that are not related to the question asked.
 Lower morale due to difficulty reading and writing.
 Inaccurate reading due to compensatory strategies.

Supporting Bailey’s  Encourage Bailey to repeat information from text aloud.

learning:  Provide auditory feedback to support information in written texts.
 Encourage Bailey to demonstrate ideas through multi-modal methods
(e.g. drawings, symbols, pictures).
 Encourage the use of dot points for writing tasks when sentences are
not required.
 Use visuals supports to help Bailey structure his verbal or written
responses (visual of key characters or actions within a story)
 Provide multiple choice options where possible for Bailey to express
himself.
 Explicit teaching and drill of phonemic decoding skills and sight words
(especially for irregular words).
 Break down all information into key concepts and ideas

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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Appendix C

ASSESSMENT INFORMATION – Standardised Test Results

About the Tests Used to Evaluate Bailey communication language

Clinical Evaluation of Language Fundamentals – Australian and New Zealand

Standardised Fifth Edition (CELF-5 A&NZ)

The Clinical Evaluation of Language Fundamentals–Australian and New Zealand Standardised Fifth
Edition (CELF-5 A&NZ). Wiig, E. H., Semel, E., & Secord, W. A. (2017). Sydney, Australia., NCS
Person Inc.

This test was used to evaluate Bailey ability to understand and use spoken language, which
includes the ability to
 Understand words, their meanings, and relationships (semantics)
 Use spoken language according to the rules that guide the use of meaning, grammar
(morphology), sentence structure (syntax), and social interaction (pragmatics)
 Recall and retrieve spoken language (memory).

The test can be used with children and young people aged 5-21 years. The student’s performance
is compared to that of students of the same age. The results are reported in two ways:
1. Composite Scores – overall performance
2. Test Scaled Scores – for each individual test administered.

Bailey results are reported in the tables below.

Composite Scores

 Standard Scores have a mean of 100. This represents the performance of a typical student.
o Average range = Standard Scores between 86 and 114.

 Percentile Rank indicates where on a scale of 1 to 100 a student would be ranked when
compared to 100 same-aged students. For example: Percentile rank of 25 means that
o the student performed as high, or higher than 25% of other students of the same age
o 75% of students (of the same age) scored higher than the student.

 Confidence Interval reflects the range of scores in which a student’s ‘true score’ is expected
to fall. If we were to assess the student on another day, it is anticipated that their result would
fall within this range. The percentage reflects the degree of confidence, that the score
will fall within this range.
 Composite Scores include scores in the following languages:
o Core language score– overall language ability
o Receptive language index – listening and understanding
o Expressive language index – use of spoken language
o Language content index– word meanings & connections
o Language structure index– grammar & sentence structure
o Language memory index– recall language & manipulate it
o Working memory index – recall & manipulate numbers.

Standard Confidence Percentile Descriptor

Score Interval Rank
(av. range 85- (95%) (av. range 16-
115) 84)
Core Language Score 61 68-82 0.5 Severe
Receptive Language 67 76-92 1 Severe
Index
Expressive Language 69 70-82 2 Severe
Index
Language Content Index 75 62-78 5 Moderate
Language Memory Index 76 69-83 5 Moderate
Key: Average skills | At risk | Below average skills | Well below average skills

Test Scaled Scores

 Standard Scores have a mean of 10. This describes the average of a given age group.
o Average range = Standard Scores between 8 and 12.

 Percentile Rank indicates where on a scale of 1 to 100 a student would be ranked when
compared to 100 same-aged students. For example: Percentile rank of 25 means that
 the student performed as high, or higher than 25% of other students of the same
age
 75% of students (of the same age) scored higher than the student

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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 Text
Word Level Sentence Level
Level

Word Definitions

Understanding
Percentile Rank

Standard score

Relationships
Sentences (E)

Sentences (E)
Directions (R)

Assembly (E)
Word Classes

Formulated

(R) Semantic
Following

Sentence
Recalling
(R)

(E)

Paragraphs (R)
+2SD 16-19

Spoken
15
14
+1SD 13
12 |
11
Mean 10 u
9 |
8 | |
-1SD 7 u | |
6 | u
5 | u | u
-2SD 4 | |
3 u |
2 u u |
-3SD 1
0 | | |
u = score; vertical line = confidence interval at 95%
R = receptive language; E = expressive language

Comprehensive Test of Phonological Processing – Second Edition (CTOPP2)

Test Description: The CTOPP-2 was used to measure Bailey’s phonological processing abilities
related to reading.

Scale & Description Composite Score Percentile Rank Interpretation

Phonological Awareness 77 6 Poor

Phonological Memory 101 53 Average

Rapid Symbolic Naming 79 8 Poor

Bailey Abbott – Speech Pathology Assessment Report: Term 3, 2020

Emmaus College, Jimboomba
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Queensland University Inventory of Literacy (QUIL)
The non-word subtests of the Queensland University Inventory of Literacy (QUIL) were
administered to assess sound awareness skills and literacy development and how well the student
can apply reading and spelling conventions to solve unfamiliar words. This test assesses a student
from a scale of grade 1-7. Bailey was assessed informally, and his unconverted raw scores were
used to identify to an equivalent age group.

Subtest Scores Interpretation

Non-Word Reading Raw = 3/24 Very Poor
Assesses the student’s ability to spell Equivalent = Grade 2
unfamiliar words of increasing length

Non-Word Spelling Raw = 4/24 Very Poor

Evaluates the ability to read Equivalent = Grade 2
unfamiliar orthographic (written)
forms.

Explanation of Scoring
Test Description: Many formal assessments use standardised scoring to demonstrate how well a
child has performed on a given test when compared with their peers. A description of the different
kinds of scores which may be used in describing Bailey’s results are explained here.
Average
Type of Score Description
Range
Composite, Where two or more scores are combined to illustrate a child’s overall 86-114
Scale, or Index function in a given area. For example, one test might have subtests
Scores assessing vocabulary and spoken grammar. The test may allow for
these scores to be combined to give an overall measure of expressive
language skills. These scores are typically expressed as a standard
score.
Percentile Rank Refers to the student’s place in relation to others of his/her age group.  16-84
For example, if a student’s score falls at the 90 percentile, his/her
th

score is equal to or greater than 90% of his/her age group.  If a

student’s score falls at the 1st percentile, it is equal to or greater than
only 1% of the age group.

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