ASSESSMENT AND REPORT WRITING

SEPTEMBER 29, 2017

AGENDA

¡ CSS Profile development at the time of re-evaluation or IEP meeting

¡ Testing
o Evaluating Acquired Skills in Communication – Third Edition (EASIC-3)
¡ Social Skills Checklist (University of Washington)
¡ SESIS: Speech/Language Evaluation Guidelines
CSS COMMUNICATION PROFILE

¡ Complete the CSS profile at the time of an annual review, re-evaluation, or triennial
meeting
¡ This allows for the most current report of student performance, and their progress in
therapy
¡ Reviewing and completing the CSS Profile also assists in selecting the appropriate
formal assessment to use during the evaluation if you are undecided
EASIC-3

¡ The EASIC-3 is the most appropriate assessment to use with the majority of my caseload.
o Used with students who have autism, or moderate to severe cognitive and language disorders
o Assess students’ in the areas of pre-linguistic skills, semantics, syntax, morphology, and pragmatics

¡ There is a Prelinguistic Inventory, and Expressive and Receptive inventories (each with two
different levels of subtests)
¡ As per the scoring key, skills are assessed and determined to be “accomplished,” “emerging,”
or “not yet developed”
¡ Items on the assessment are scored according to:
o ‘S’ = Spontaneous,‘C’ = cued,‘I’ = imitated, ‘M’ = manipulated,‘NR’ = no response, or ‘W’ = wrong
EASIC-3

¡ The EASIC-3 Receptive and Expressive Level 11 subtests were

most appropriate assessment to use with my student (CM)
¡ Receptive Level 11tests skills such as:
o ‘Recognizing pictures of objects needed for routine tasks’
o ‘Comprehending personal pronouns’
o ‘Comprehending possessive pronouns’
o ‘Identifying actions in pictures,’ etc
EASIC-3

¡ Expressive Level 11tests skills such as:

o ‘Expressing noun labels for objects, people,
and clothing in pictures’
o ‘Expressing personal pronouns (he, she, they)’
o ‘Expressing possessive pronouns (my/mine,
your/yours, his/hers, theirs)’
o ‘Expressing functions of objects’
o ‘Expressing verbs in pictures’
SOCIAL SKILLS CHECKLIST

¡ In order to assess CM’s Social Skills, the Social Skills Checklist

– University of Washington was administered
¡ Skills were assessed and rated according to a scale of,“almost
always,” “often,” “sometimes,” and “almost never,” and further
grouped by priority to target in instruction.
¡ As per performance on the assessment, CM ‘almost never’
demonstrates an acceptable way of joining in an activity with
others, takes turns during structured/unstructured
games/activities, or comments about what he or his peers are
doing during play.
WRITING GOALS

¡ Developing goals after the assessment makes it easier to write the report
¡ It is helpful in aligning the information, and make clear in the report what the focus of the new speech goals are,
and how it is justified.
¡ New goals:
o Long Term Goal 1: CM will initiate and maintain a social play interaction with various partners: adults and peers by
verbalizing ‘my turn’/ ‘your turn’ and giving the toy/activity to partner accordingly 8 out of 10 trials, over 5 consecutive
sessions as measured by staff observations and data collection checklists.
o Long Term Goal 2: CM will describe picture scenes or adult/peer actions verbally using the appropriate personal pronoun
(he/she/they) + auxiliary verb (is/are) + action + present progressive 'ing' + object in 8 out of 10 trials, over 3 consecutive
sessions as measured by staff observation and data collection checklists.
SESIS: SPEECH/LANGUAGE EVALUATION GUIDELINE

¡ Outlines 3 potential sections of a report:

o Background Information
o Summary and Conclusions
§ Instructional Relevance of RS
o Testing
§ Informal Assessments
§ Recommended Services
REPORT WRITING
REPORT WRITING
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