This is a page that includes free speech therapy paperwork shortcuts that I use to reduce IEP and Evaluation report writing time. Please feel free to copy/paste and use them as a template to save you time and energy! Currently included: Speech and Language Classroom Accommodations, Speech and Language Educational Impact Statements, Parent/Teacher Recommendations Sections. The sample statements below are intended as examples. It is the responsibility of the multidisciplinary evaluation team to develop student-specific accommodations, goals, and recommendations. This is your starting place! Check back often, as this page will continue to grow!
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Classroom Accommodations: Source: Tulsa Schools, Fentress Schools, KHPS
Articulation: Allow longer oral response time. Model good speech production in the classroom. Provide preferential seating beside a peer with good speech production. Reinforce accurate production of speech sounds. Reduce the amount of background noise in the classroom. Provide preferential seating near the teacher or at the front of the class. Modify assignments requiring student to make oral classroom presentations. Discuss speech concerns with speech-language pathologist. Based on speech severity, allow the student to substitute oral assignments with written papers or use AAC. Modify grading based on speech impairment. Allow the student time to express themselves (do not interrupt a slow speaker). Provide SLP with spelling/vocabulary list. Allow the student to use AAC to help communicate with peers. Have student practice in a small group before presenting to the class.
Language: Shorten and/or modify oral directions. Ask student to repeat or rephrase the directions to ensure understanding. Allow longer oral response time. Provide visuals to enhance explanation of new material, especially with abstract concepts. Give written directions or visual cues for verbal directions. Obtain student’s attention before giving a direction. Assist student in giving correct responses by accepting his/her answers and expanding, or giving the student an opportunity to explain his/her response. Simplify question forms by asking basic questions, one at a time. Modify assignments requiring student to make oral classroom presentations. Provide individualized instruction to improve student’s ability to complete activities requiring listening. Provide varied opportunities for language development through participation in regular classroom activities. Discuss language concerns with speech-language pathologist. Utilize a planner to maintain organization. Utilize classroom routines and highlight changes to any routine. Pre-teach vocabulary. Pair vocabulary with visuals. Emphasize multi-sensory learning for vocabulary. Create word lists with vocabulary and definitions to display in a visible place within the classroom. . Use a story map, graphic organizer, student drawing, etc. to increase understanding. When the child’s speech or writing contains grammar or word order errors, show them in writing the correct form. For frequently occurring errors, build it into daily oral language as practice for the entire class. Allow students to use manipulatives to solve math problems to give them a visual cue. Paraphrasing new information. Sitting near a peer for assistance. Provide two sets of textbooks – one for home, one for school. Use marker to highlight important textbook sections
Voice: Encourage appropriate use of voice in the classroom. Help student reduce the instances of yelling or throat clearing. Modify assignments requiring student to make oral classroom presentations. Reduce the amount of background noise in the classroom. Discuss voice concerns with speech-language pathologist.
Fluency: Reinforce instances of “easy speech” in the classroom. Allow longer oral response time. Modify assignments requiring student to make oral classroom presentations. Reduce amount of pressure to communicate in the classroom. Avoid telling student to “slow down” when participating in group discussions. Discuss fluency concerns with speech-language pathologist. Have student practice in a small group before presenting to the class.
Behavior/Attention: Allow for time-outs as necessary (in room and out of room). Follow PBS and reward the student when on task. For students with AAC devices allow time for them to respond. Allow the student to use a visual schedule. Provide the student with visual choices. Provide written and verbal instructions If-Then/First-Then Boards. Alternative testing arrangements. Preferential seating (Near the teacher, away from noises). Extended time to complete assignments or modify assignment. Break assignments into small steps. Allow the student to have an object to fidget or chew. Use a wiggle cushion during seat activities . Allow the student to stand at desk if necessary. Alert students several minutes before a transition occurs Provide additional time to complete a task Allow extra time to turn in homework without penalty. Have student practice in a small group before presenting to the class. Arrange a “check-in” time to organize day. Pair a student with a good behavioral model for projects.
Hearing Impairment: Preferential seating (Near the teacher, away from noise). Writing assignments and directions for student to read. Speak facing the student. Utilize FM system/Sound Field as prescribed by your SLP. Copy class notes for the student. Accommodate testing (extended time, placement). Reduce classroom noise as much as possible.
Education Impact Example Statement:
Source: Examples for communication
The articulation disability results in student frustration, withdrawal, undesired attention and/or teacher and peer difficulty in understanding the student. The receptive language disability causes difficulty with the student’s understanding of subject content; with their ability to follow directions; and with the learning of new concepts. Limited vocabulary affects comprehension in the academic content areas. The expressive language disability causes the student to appear inappropriate in conversations, to have difficulty expressing ideas or asking questions, and makes it difficult for teachers and peers to understand. The student is be unable to adequately communicate his/her intent or needs which inhibits him/her from requesting help or information The student’s inability to adequately express him/herself inhibits conversation with others. Inappropriate or illogical use of vocabulary, syntax or grammar sometimes causes listener confusion. The voice (vocal abuse) disability results in impaired classroom communication, reluctance to participate in oral activities and may eventually result in permanent vocal impairment. The voice disorder limits the amount of oral information presented in speaking or reading tasks. The speech fluency disability causes the student: to become reluctant to enter conversation; to have difficulty expressing ideas and asking questions; and to be misunderstood by teachers and peers at times. The student’s reaction or attitude toward the disorder limits his/her oral interaction in the classroom or at home. Listener discomfort with the disorder limits interactions with the student at times. The disorder calls attention to the manner of speaking rather than to the content of the student’s communication.
Source: Charem ISD: Examples on Page 18
XXX’s speech is difficult to understand most of the time. XXX is able to say many sounds in isolation and combine a consonant and a vowel to form a syllable. XXX has difficulty combining sounds to form words and combining words to form phrases and sentences. XXX substitutes the “d” and “t” sounds for most consonant sounds. XXX is often reluctant to speak, especially when the tasks are directly related to speaking. XXX is more talkative in an indirect activity. This delay affects the ability to express needs, thoughts, and interaction with peers and adults.
XXX’s speech is usually understood when speaking in single words. Intelligibility decreases when words are within phrases and sentences. An assessment of sound production indicates that most speech sounds (with the exception of “l”, “th”, and “v”) are present. XXX is not always a willing oral communicator. XXX often whispers, or speaks so softly XXX is not understood.
XXX’s speech is difficult to understand much of the time. Speech contains many omissions and substitutions of sounds. XXX attempts to put words together into phrases and sentences, but as the length of phrases and sentences increase, speech becomes more difficult to understand. Articulation errors affect the ability to interact and be understood by others.
XXX’s receptive and expressive language skills are delayed. XXX has difficulty answering a variety of questions and following new directions. XXX’s vocabulary is delayed and affects the ability to formulate sentences and understand the sentences of others. XXX has difficulty understanding and using language concepts (spatial, descriptive, and quantitative). This delay affects participation in classroom activities that require verbal responses and interaction with peers and adults at home and in the classroom.
XXX’s receptive and expressive language skills are delayed. XXX is able to formulate complete sentences, but sentences have grammatical errors and are lacking vocabulary. XXX has difficulty learning and using language concepts. Interaction with others is attempted, but XXX is unable to sustain a conversation due to limited language comprehension and expression. This language delay affects the ability to follow classroom directions and participate in group activities which require the expression of thoughts and experiences.
XXX’s receptive and expressive language skills are delayed. XXX is not able to follow a variety of simple directions. It is difficult for XXX to answer and ask simple questions and formulate sentences that include a variety of word types (verbs, pronouns, articles, modifiers, etc.). XXX attempts to interact with others, but is not able to sustain a conversation, or stay on topic due to limited language comprehension and expression.
XXX demonstrates speech sound difficulties significantly below that of same-aged peers. Students in kindergarten, who are six years old, are expected to use the /K/, /G/, /F/, and /V/ sounds accurately. XXX’s speech sound errors interfere with the ability to isolate and pronounce the initial and final sounds (phonemes) in three-phoneme (CVC) words. This impacts XXX’s fluency in conversational speech.
XXX demonstrates speech sound difficulties significantly below that of same-aged peers. Students in second grade, who are eight years old, are expected to use the /R/ and /TH/ sounds accurately. XXX’s speech sound errors interfere with the ability to read with sufficient accuracy and fluency to support comprehension.
XXX demonstrates difficulty answering comprehension questions regarding information that is read aloud compared to same-age peers. Students in second grade are expected to correctly answer questions about a grade-level story. XXX’s weaknesses in listening comprehension cause difficulty answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
XXX demonstrates difficulty comprehending oral directions that contain early acquired basic concepts when compared to same-age peers. Students in kindergarten are expected to follow 1-2 simple directions in a sequence and understand concepts (e.g. in, on, in front, behind). XXX’s inability to understand and use the frequently occurring prepositions makes it difficult to understand frequently used directions within the kindergarten setting.
XXX demonstrates difficulty using complete sentences of adequate length, and with accurate use of pronouns and grammatical forms when compared to same-age peers. Students in kindergarten are expected to use four or more words in a sentence and use pronouns and grammatical forms correctly (regular plural –s, regular past tense –ed, and uncontractible copula). XXX’s weaknesses in oral expression cause difficulty using frequently occurring nouns and verbs, and producing and expanding complete sentences in shared language activities.
XXX demonstrates difficulty orally expressing relationships between spoken words, and giving oral definitions for common words. Students in first grade are expected to make comparisons by answering “How are things the same/different?”, and use adjectives for describing/defining. XXX’s weaknesses in oral expression cause difficulty defining words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
I try to include recommendations at the end of my evaluation, so the parent feels like they walk away with specific ideas to use at home. Having them written in the report also gives the parent somewhere to come back to and look for tips when it’s been a few months and they forget what you discussed in person!
Preschool Language Recommendations:
According to parent report, observation, standardized assessment and criterion-referenced assessments, STUDENT demonstrates a severe communication delay compared to same-aged peers. His vocabulary includes 50 words and his speech intelligibility was rated at around 25% during the observation. He uses mostly single words to communicate. He demonstrates many phonological processing errors. STUDENT needs to use words to make requests and comment, use language to get his needs met in a classroom, and use a variety of word structures (CVC, CVCV, CVCVC). STUDENT needs to use language for a variety of functions, label vocabulary words, imitate a variety of speech sounds, combine single words to make phrases, and use speech that is greater than 50% intelligible. STUDENT’s pragmatic language is delayed for his age. He most often plays by himself and doesn’t initiate social routines. STUDENT’s receptive language is an area of strength. He understands a variety of vocabulary words and can follow directions that are familiar.
To help STUDENT improve his language, provide opportunities to practice and hear good language all day. Daily routines are a great time to work on language skills because they utilize familiar actions and words. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: “It is my napkin.” “It is Daddy’s.” “It is John’s.” At bath time, work on action words like take off/put on for each clothing item. Then talk about what your child is doing in the bathtub. You can say, “splashing”, “washing”, “swimming”, “kicking”, or “pouring”. Label all the items in the tub (shampoo, boat, duck, wash cloth) and talk about who has each item to work on pronouns (I have the boat and YOU have the cup.) When you put on pajamas talk about where each clothing item goes. You can say, “Socks go on feet.”
Sing to STUDENT. Children love music! Songs promote vocal play, imitation, attention, listening and speech. For example: “The Itsy Bitsy Spider,” “Twinkle, Twinkle little star” or “The Wheels on The Bus.”
Wait, Wait, Wait! Don’t anticipate our child’s needs. Delay your response to your child’s pointing, gestures or babbling when she wants things. Pretend you don’t understand what she wants. Allow enough time for her to process information and find the words that she needs to say.
Play with your child! When you do, let your child lead. It allows for a safe environment where they do not need to ‘talk’ to the adult all the time. You will help them to build their self-confidence. Using imagination is important! Let your child be bored! Boredom produces very creative play! Offer open-ended toys such as blocks, dolls, old clothes, costumes, and balls that encourage imaginative play. Ask open-ended questions. You want to encourage your child to use his words and to avoid answering yes/no questions. For example ask; “What do you want?” as opposed to “Do you want the ball?” Don’t pressure your child. Communication should be fun and interactive. If your child isn’t using words during play, model environmental sounds like an airplane noise or a train noise. Children tune out when they feel pressured so make sure they are having fun!
Read books with your child. Go through and look at the picture and talk about them without reading the text. Pick books with predictable text. Predictable books are books that are written in a way that makes it easy to guess what will happen on the next page. Many predictable books repeat words, phrases, or sentences throughout the text. For example, in the book Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr., the question “What do you see?” and the answer “I see a ___ looking at me.” repeat throughout the entire story. Deborah Guarino’s book Is Your Mama a Llama? is another kind of predictable book that uses rhyme and rhythm to help children solve riddles about animal mothers. Other predictable books build on storylines or sequences that are familiar to children. For example, Cookie’s Week, a story by Cindy Ward, follows the misadventures of a cat through the familiar sequence of the days of the week. These books help children participate in reading. Predictable books are easy to understand and remember. Because of this, children become familiar with predictable books quickly, which allows them to fill in words and phrases when they read the books again. This is a great strategy for increasing language. Children learn inflection in a natural way. We don’t usually speak in just one tone of voice. Inflection is the change between the high tones and low tones in our voices when we speak. Predictable books often have a rhythm that is read with a sing-song inflection which is easier for children to imitate. Finding a book that repeats your child’s targeted speech sounds can give them additional speech practice as they read.
Reduce the number of questions you ask STUDENT. Try to follow of the rule of 3:1. Ask one question for every three comments you make. During play, make a comment and then be quiet and wait to see if your child comments back. It’s okay for play to be quiet. If you ask questions or talk the whole time, your child won’t have a chance to jump in!
Model short but correct phrases that add a one word to what STUDENT says. For example, if STUDENT says “juice”, you repeat “juice please.” This will model communication one level higher than his current level. Set up communication opportunities using highly desired objects. Place desired objects (i.e. bubbles) in a container. Do not open the container until your child asks. You might need to model, “help please” or “open please” for him. You can also play with highly desirable toys that are hard to work (i.e. wind up toys, toys with lids) that require adult assistance to encourage and elicit communication.
According to parent report, observation, criterion-referenced, and norm-referenced assessments, STUDENT demonstrates a severe communication delay when compared to his same-aged peers. STUDENT demonstrates significant phonological delays, which reduce his speech intelligibility. He needs direct intervention that includes treatment of phonological disorders through modeling, repeated practice, multi-sensory cues, and corrective feedback. He demonstrates a need for specialized instruction in the area of communication.
You can work with STUDENT to practice his phonology skills. To model 3-4 syllable words, tap on the table as you say each syllable (ie: EL-E-PHANT) and have your child copy you while tapping. Grab some pots and pans and tap the syllables out. Try using tap lights from the dollar store and turn on each light as you tap each part. You can also use your whole body to tap out each sound! Take a big jump each time you say a syllable.
With younger children, bring whatever you are talking about closer to your mouth so that the child is more apt to focus on speech production. If you’re modeling a hard word like “dinosaur”, bring that toy up close to your mouth. You can even point to your mouth and say “watch me”.
Stopping is a phonological process of replacing a held out sounds (like F or S) with a short sound (like T or D). To elicit the F sound, prompt STUDENT to gently bite his lip and blow. You can call this sound your “lip cooler” sound. To elicit the S sound, put your mouth in a smile position and blow out skinny air. I call this the “snake sound”. To practice sounds that are held out, drag your finger along a line or in sand. You can give a tactile prompt of sliding your finger down your arm down.
Fronting is producing sounds from the back of your mouth (K, G, SH) in the front like (T, D). Try making a growling sound like a bear. Can you child imitate that ‘grrrr’? Now growl and then add “oh”. “grrrr – oh” That’s the word “grow”. Now trying to say the “g” sound by itself. Have your child open his mouth as wide as possible and say “g”. If your child can’t produce the sound don’t practice it wrong. Wait until your speech therapists gives you some more tips!
You can read books with STUDENT and talk about the words you hear that have his sounds. You can practice reading them in different voices. While you practice make sure you give plenty of positive feedback. Even if he doesn’t say the sound correctly you can say, “I like how hard you’re trying!” Practice for a few tries and if he doesn’t produce it correctly, stop trying. You don’t want to practice the sound incorrectly a bunch of times. Wait until your child’s speech-language pathologists can help you elicit the sound correctly. As you practice, give specific praise. For example, “I like how you kept your tongue up on the bumpy spot for /t/.”
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