APA reference

Case Study: Jim Student: Jim Age: 11 years, 6 months

Assessment Techniques: Assessment Techniques: Informal observation and language sampling as well as standardized instruments were used to assess articulation, voice, fluency and pragmatic and receptive and expressive language skills. Standardized instruments used included the Clinical Evaluation of Language Fundamentals - 3 (CELF-3), The Test Of Problem Solving (TOPS), and The Adolescent WORD Test. Jim appeared to be cooperating to the best of his ability during the testing session.

Test Standard Score CELF-R Receptive Language 87 Expressive Language 95 Total Language 90

TOPS:

43

Adolescent WORD Test: 61 Interview with Student/Teachers: Jim is a friendly young man who is very outgoing. He felt that he was having problems with his schoolwork and needs extra help. He finds listening and remembering what he hears to sometimes be difficult. His teachers reported that Jim has difficulty in following classroom directions, recalling information he has heard, understanding inferences, staying on topic. They also stated that he has a tendency to stay concrete and has difficulty in understanding figurative language and words with multiple meanings.

Articulation/Oral Motor Skills: A cursory oral-peripheral examination revealed that structure of the oral mechanism was intact and symmetrical. Function appeared within normal limits for development of verbal communication skills. Jim demonstrated age appropriate articulation skills.

Fluency/Voice: Fluency of conversational speech and vocal quality, pitch, and loudness were observed to be appropriate for Jim’s age and gender.

Receptive Language: Jim’s ability to process and understand oral communication were assessed utilizing the receptive portion of the CELF-3. Jim demonstrated strength in determining word classes. Jim experienced difficulty in the ability to interpret,

SPE 502 Donna Wakefield, Updated by Linda Kryzak

recall and execute oral directions of increasing length and complexity, and in interpreting temporal, passive, and spatial relationships.

Expressive Language: Jim’s ability to express needs and desires was assessed utilizing the expressive portion of the CELF-3. Jim was able to assemble sentences from fragments and to recall sentences. He had difficulty in producing sentences containing given words. In the use of specific vocabulary Jim was able to give definitions of words in his vocabulary, but had difficulty in explaining brand names, meanings of signs and synonyms. In explaining the causes and solutions of problem situations, Jim demonstrated age appropriate abilities.

Pragmatics: In the functional use of language Jim was able to initiate conversation

appropriately but had difficulty in maintaining the topic and did not signal topic change. He found it somewhat difficult to attend to listener needs but was generally able to follow other rules of conversational exchange.

Note:

Clinical Evaluation of Language Fundamentals - 3,

(CELF-3) Mean 100, σ 15 Test of Problem Solving,

(TOPS) Meann 100, σ 15 Assessing Semantic Skills Through Everyday Themes,

(ASSET) Mean 100, σ 15 Adolescent Word Test

Mean 100, σ 15

In statistics, the standard deviation is a measure of the amount of variation or dispersion of a set of values. A low standard deviation indicates that the values tend to be close to the mean, while a high standard deviation indicates that the values are spread out over a wider range.

Standard deviation may be abbreviated SD, and is most commonly represented in mathematical texts and equations by the lower case Greek letter sigma σ, for the population standard deviation, or the Latin letter s, for the sample standard deviation.