Emily was initially assessed by Early Intervention and found eligible to receive services. Upon turning three years, she was then assessed by the Monroe Township Special Services Child Study Team and was found eligible for placement into the Preschool Disabled Program at Radix Elementary School. Emily was also found eligible to receive speech and language services.
Emily presents with a pleasant personality. She cooperated well by participating in most of the tasks presented throughout the evaluation. The evaluation was completed over two sessions.
Emily’s receptive and expressive language skills were informally assessed throughout the evaluation. Emily is non-verbal and communicates primarily through gestures, vocalizations, sign language and the Picture Exchange Communication System (PECS) at this time. Emily exhibited difficulty answering Yes/No questions and “WH” questions. During the evaluation she followed some directions with cueing and prompting. Most directions were presented to Emily through sign language.
The Receptive Communication subtest revealed a raw score of 26, a percentile tank of <1, and an age equivalency of 1 year 6 months. The Expressive Communication subtest revealed a raw score of 19, a percentile rank of <1, and an age equivalency of 1 year 1 month. These results indicate that Emily is functioning with the below average range for receptive and expressive communication skills when compared to her peers.
The Auditory Comprehension subtest measures a child’s understanding of language. Emily received a raw score of 21, which correlates to a standard score of 50, and yields a percentile rank of 1. Strengths include recognizing actions in pictures (i.e. “Show me drinking.”), identifying body parts on self (i.e. “Show me your nose), and identifying photographs of familiar objects (i.e. “Show me the cookie.”) Weakness included understanding verbs in context (i.e. “The bear is thirsty. Give him something to drink.”), Identifying clothing on self (i.e. “Show me your shoes.”), and understanding spatial concepts (i.e. “Take the blocks off the box.”). Results indicate that Emily’s auditory communication skills are below average for her age.