Language Assessment for children aged 2 years to 2 years 11 months

Name: __________________________________ Date of Birth: __/__/_____________ Age: ________________________

Schooling: _________________________________________________________________________________________
Evaluation Date: ______________________________ Evaluator: ______________________________________________

Communication: □ Functional □ Non-functional

□ No sound □ Gurgles □ Babbling □ Syllabic reduplications □
Syllabic reduplications
II . Dimension Shape

1.- Speaks: □ Normal □ Bradylalia □ Tachylalia □ Farfullness □ Dysfluency (Tonic / Clonic / Mixed).
Intelligibility: □ Good □ Fair □ Low
2.- Articulation:
A 1e i 1o 1u

P /duck/ /pa/ b /kiss/ /ba/ m /mom/ /ma/ t /toro/ /ta/ k /kama/ /ka/
L /moon/ /la/ n /naris/ /na/ ñ /child/ /ña/ d /finger/ /da/ x /xamon/ /xa/
G /cat/ /ga/ f /foka/ /fa/ s /sapo/ /sa/ ch /chancho/ /cha/ y /yabe/ /ya/
R /kara/ /ara/ rr /rraton/ /rra/ Dyslalia: ___________________________

ia /piano/ ie /stone/ io /Indian/ ua /guagua/ ue /wheel /

ai /dancing/ ei /rreina/ oi /boina/ au /auto/
iu /city/ ui /noise/

3.- In playful interaction, the child elicits:

- Statements:
- Isolated words □ Words and slang □ Pivot structures □ Of 3 or more words.
- Words:
- Monosyllables □ Bisyllables □ Trisyllables □ Polysyllables

4.- In playful interaction, the child understands orders:

L PL NL
- Stand up.
Imperatives
- Sit down.
- Close your eyes.
Simple Statements
- Stick out your tongue.
- Give me the red block.
Medium Complexity - Give me a block and touch your ears.
Statements - With one hand touch your nose and with the other hand hold the
- Give me the car that is not green.
Complex Statements - Give me the block that is on the sheet.
 II. Dimension Content

1.- Nomination:
a.- Objects and basic categories:
□ Child □ Tree □ House
□ Dog □ Cow □ Bear What are they all? □ Animals

□ Orange □ Pear □ Apple What are they all? □ Fruits

□ Motorcycle □ Auto □ Aircraft What are they all? □ Transportation / Travel
b.- Situations.
□ Eating □ Skip □ Sleep □ Drinking Water
2.- Recognition:
a.- Objects:
□ Bicycle □ Cat □ Banana □ T-shirt □ Umbrellas □ Window
□ Truck □ Horse □ Watermelon □ Shoe □ Star □ Cup
b.- Categories (What are
they?)
□ Animals □ Fruits □ Clothing □ Means of
Transportation
c.- Parts of the body (in
itself m ism):
□ Hair □ Eyes □ Mouth □ Ears □ Hands □ Fingers □
d.- Situations:
□ The child eats his or her □ The girl runs . □ The child □ The child drinks
□ The girl comes down the stairs.

3 Recognition of objects by use:

With what...? Response:

We eat the soup
You draw on a sheet of
You comb your hair
Sweep in your home

4 Recognition of interrogative particles:

Ask Allocated Response

What is it?
When did you see it?
What is going on?
Who is it?
How many people are
Where are they?
What is _________?
 III. Dimension Use
Conduct Yes No Sometim Remarks
Presents communicative intent es
Spontaneous Eye Contact
Eye contact with "Look at me" order
Initiates conversational topics
Maintains conversational topics
Closes conversational topics
Respect for conversational turns
Recognizes communication breakdowns
It is relevant
Disruptive behaviors
Proper use of gestures
Proper use of facial expression
Proper use of prosody
IV. Language Precursors

Attention to spoken language and environmental sounds

Form Reaction to emotional patterns
Imitation: □ Verbal □ Non-verbal
Attention to different objects
Recognition of familiar people and objects
Content
Object Permanence
Symbolic Play
Communicative intent
Protoconversations
Usage Reciprocal gaze patterns
Joint Attention
Pointing and gestures
Remarks