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Welcome back, returning SLPs and welcome, new SLPs! I hope you had a restful summer.

If you're new to the department, I hope that you will find this padlet useful. I will be updating it as soon as we learn of new district policy changes. I hope to add forms, links, and resources that we can use for our therapy and assessments.

I hope that you will find it useful. Please let me know if we need to add more columns and resources. Please also let me know if you have recommendations to make it more useful for us.

Let's hope that this school year will be better than the last one.

Welcome back, everybody!

Dang

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The Intelligibility in Context Scale is a quick parent report measure of children's intelligibility, developed to provide speech-language pathologists with information relating to speech sound disorders, and childhood apraxia of speech.

The 7-item questionnaire rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale. Access the User guide for more information.

The Intelligibility in Context Scale:

has been translated into a number of languages

available in two formats: monolingual or bilingual (language + English)

free and downloadable from the links below

It has been validated in a few languages, including English, Traditional Chinese/Cantonese, Slovenian, and Croatian.
If you would like to be involved in translating, norming, or validating the Intelligibility in Context Scale, please contact us.

Language

Intelligibility in Context Scale

Documents
(.pdf)

Translator

Amharic
(አማርኛ)

በተለያዩ ሁኔታዎች በንግግር የመግባባት ችሎታ የመለኪያ ሚዛን : አማርኛ

Abigeya Hailemichael, Genene M. Mengesha, Tizta Rustu, Rena Helms-Park,
Aravind Namasivayam, Pascal van Lieshout, University of Toronto, Canada ##

Arabic (Standard)
(ﺍﻠﻌﺮﺒﯿﱠﺔ )

ﺍﻠﻜﻼﻢ ﻀﻤﻦ ﺍﻠﺴﯿﺎﻖ _ ﺍﻠﻌﺮﺒﯿﱠﺔ ﻭﻀﻭﺡ ﻤﻘﯿﺎﺲ

Ghada Khattab, Ph.D., University of Newcastle, Newcastle-Upon-Tyne, UK*

Assyrian

Benjamin M. Benjamin and Philimon Darmo, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013 **

Chinese (Simplified)
(简体中文)
(China, Singapore)

语境说话清晰度量表

Carol Kit Sum To, Ph.D., and Kaylor Ng, The University of Hong Kong, SAR China*

Chinese
(Traditional)
(繁體中文)
(Hong Kong, Taiwan)

語境說話清晰度量表

Carol Kit Sum To, Ph.D., and Kaylor Ng, The University of Hong Kong, SAR China*

سنجش مقیاس فهم : دری

Nasiba Akram, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

English

Intelligibility in Context Scale

-

Finnish
(suomi)

Ymmärrettävyys kontekstissa
-asteikko: suomi

Sari Kunnari, Ph.D., University of Oulu, Finland*

Gujarati

Urvi Dave, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Hebrew
(עברית )

סולם דירוג מובנות הדיבור בהקשר: עברית

Avivit Ben David, Ph.D., Hadassah Academic College, Israel*

Hungarian
(Magyar)

Érthet ő ség Kontextusban Skála: Magyar

Krisztina Zajdó, Ph.D., University of West Hungary, Hungary*

Skala Inteligibilitas dalam Konteks:
Bahasa Indonesia

David Deck, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Italian
(Italiano)

Scala d'intelligibilità in contesto: Italiano

Paolo Nocella, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2012**

Jamaican Creole (Jamiekan)

Mezha fi Omoch ada Piipl kyan Andastan di Pikni: Jamiekan

Karla N. Washington, Ph.D., University of Cincinnati, USA and Hubert Devonish, Ph.D., University of the West Indies, Mona Campus, Jamaica##

Japanese
(日本語)

話し言葉の明瞭度の測定 : 日本語

Osamu Takai, MSc, University of British Columbia, Canada*

Language

Intelligibility in Context Scale

Documents
(.pdf)

Translator

Karen

Naw Paw Say Htoo, for Australian Multi Lingual Services, Australia, 2014#

Khmer

Alex Khun, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Norwegian
(Norsk)

Vurderingsskjema for forståelighet i kontekst: Norsk

Nina Gram Garmann, Ph.D., Oslo and Akershus University College of Applied Sciences, Norway*

Portuguese - European
(Português)

Escala Inteligibilidade em Contexto: Português Europeu

Marisa Lousada, Ph.D., University of Aveiro/CINTESIS.UA,
Margarida Ramalho, M.Sc., MCEL - University of Évora/ CLUL - University of Lisbon, Portugal, 2015, Jacqueline Aquinao do Nascimento, Universidade De Sao Paulo, Brazil*##

Punjabi
( ਪੰਜਾਬੀ )

ਸੰਦਰਭ ਪੈਮਾਨੇ 'ਚ ਸੁਬੋਧਤਾ

Varun Sud, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2012**

Somali
(Soomaali)

Cabbirka Garashada Hadalka: Soomaali

Omar Osman, B.A.(English) for Australian Multi Lingual Services, Australia, 2012#

Antas ng Pag-unawa ng Iba't Ibang Tao sa Pagsasalita: Tagalog

Rachelle Kay Lim, MSc candidate, University of British Columbia, Canada,
Jennifer Soriano, MHPEd, CSP-PASP and Ivan Bondoc, CSP-PASP, University of the Philippines, Philippines*

Tamil
தமிழில்

புரியும் தன்மையின் சூழல் அளவீடு: தமிழில்

Lakshmi Venkatesh, Ph.D., Adhirai Garibaldi, & Swetha Bathina, Sri Ramachandra Institute of Higher Education & Research, Chennai India ##

Thai
ภาษาไทย
แบบประเมินการฟังเข้าใจคำพูด

Benjamas Prathanee, Ph.D., Khon Kaen University, Thailand, 2012*

Welsh
(Cymraeg)

Graddfa Eglurder mewn Cyd-destun: Cymraeg

Martin J. Ball, Ph.D., University of Lafayette at Louisiana, USA*

* These translations have been checked via back translation undertaken by Australian Multi Lingual Services

**These translations were undertaken by translators who were accredited by the National Accreditation Authority for Translators and Interpreters Ltd (NAATI).

#These translations were undertaken by translators working with Australian Multi Lingual Services.

##These translations were checked (and back-translated) by colleagues and other speakers of the language as organized by the translators. Accredited back-translators were not available.

Acknowledgments

The Intelligibility in Context Scale includes seven communicative partners identified in the International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; WHO, 2007) within Environmental Factors Chapter 3: Support and Relationships.

Funding for this project has been made available from the Australian Research Council Future Fellowship (FT0990588) awarded to Professor Sharynne McLeod.

References

Suggested citation (English version)

Suggested citation template (Translated version)

Example citation for Spanish translated version

McLeod, S., Harrison, L. J., & McCormack, J. (2012). Escala de la Inteligibilidad en Contexto: Español [Intelligibility in Context Scale: Spanish] (R. Prezas, R. Rojas, & B. A. Goldstein, Trans.). Charles Sturt University. http://www.csu.edu.au/research/multilingual-speech/ics

Key ICS references

McLeod, S., Harrison, L. J., & McCormack, J. (2012). Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648-656. https://doi.org/10.1044/1092-4388(2011/10-0130)

McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9-16. https://doi.org/10.1080/2050571X.2020.1718837

Norming and/or validation of the ICS

AUSTRALIA - McLeod, S., Crowe, K., & Shahaeian, A. (2015). Intelligibility in Context Scale: Normative and validation data for English-speaking preschoolers. Language, Speech, and Hearing Services in Schools, 46(3), 266-276. https://doi.org/10.1044/2015_LSHSS-14-0120

AUSTRALIA - McLeod, S., Harrison, L. J., & McCormack, J. (2012). Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55, 648-656. https://doi.org/10.1044/1092-4388(2011/10-0130)

CROATIA - Tomić, D., & Mildner, V. (2014). Validation of Croatian Intelligibility in Context Scale. Paper presented at the 15th International Clinical Phonetics and Linguistics Association Conference, Stockholm, Sweden. https://www.bib.irb.hr/706048?rad=706048

FIJI - Hopf, S. C., McLeod, S., & McDonagh, S. H. (2017). Validation of the Intelligibility in Context Scale for school students in Fiji. Clinical Linguistics and Phonetics, 31(7-9), 487-502. https://doi.org/10.1080/02699206.2016.1268208

FIJI - Sprunt, B., & Marella, M. (2018). Measurement accuracy: Enabling human rights for Fijian students with speech difficulties. International Journal of Speech-Language Pathology, 20(1), 89-97. https://doi.org/10.1080/17549507.2018.1428685

GERMANY - Neumann, S., Rietz, C., & Stenneken, P. (2017). The German Intelligibility in Context Scale (ICS-G): Reliability and validity evidence. International Journal of Language and Communication Disorders, 52(5), 585-594. https://doi.org/10.1111/1460-6984.12303

HONG KONG - Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics and Phonetics, 28(5), 316-328. https://doi.org/10.3109/02699206.2013.865789

HONG KONG - Kok, E. C. E., & To, C. K. S. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale-Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629-638. https://doi.org/10.1044/2019_LSHSS-18-0073

ITALY - Piazzalunga, S., Salerni, N., Limarzi, S., Fassina, S., & Schindler, A. (2020). Can you understand your child? Reliability and validity of a parent questionnaire: The Intelligibility in Context Scale: Italian. Folia Phoniatrica et Logopaedica. https://doi.org/10.1159/000506475

JAMAICA - Washington, K. N., McDonald, M. M., McLeod, S., Crowe, K., & Devonish, H. (2017). Validation of the Intelligibility in Context Scale for Jamaican Creole-speaking preschoolers. American Journal of Speech-Language Pathology, 26(3), 750-761. https://doi.org/10.1044/2016_AJSLP-15-0103

JAMAICA - Leon, M., Washington, K. N., Fritz, K. A., Leon, M., Basinger, M., & Crowe, K. (2021). Intelligibility in Context Scale: Sensitivity and specificity in the Jamaican context. Clinical Linguistics and Phonetics, 35(2), 154-171. https://doi.org/10.1080/02699206.2020.1766574

KOREA - Lee, Y. (2018). Exploring the utility of speech intelligibility rated by parents for screening children with speech sound disorders. Communication Sciences and Disorders, 23(1), 198-207. https://doi.org/10.12963/csd.17426

KOREA - Lee, Y. (2019). Validation of the Intelligibility in Context Scale for Korean-speaking pre-school children. International Journal of Speech-Language Pathology, 21(4), 395-403. https://doi.org/10.1080/17549507.2018.1485740

NETHERLANDS - Van Doornik, A., Gerrits, E., McLeod, S., & Terband, H. (2018). Impact of communication partner familiarity and speech accuracy on parents' ratings of their child for the Intelligibility in Context Scale: Dutch. International Journal of Speech-Language Pathology, 20(3), 350-360. https://doi.org/10.1080/17549507.2018.1472808

NEW ZEALAND (KOREAN) - Kim, J.-H., Ballard, E., & McCann, C. M. (2016). Parent-rated measures of bilingual children's speech accuracy: Implications for a universal speech screen. International Journal of Speech-Language Pathology, 18(2), 202-211. https://doi.org/10.3109/17549507.2015.1081284

PORTUGAL - Lousada, M., Sa-Couto, P., Sutre, D., Figueiredo, C., Fazenda, M., Lousada, M. J., & Valente, A. R. (2019). Validity and reliability of the Intelligibility in Context Scale: European Portuguese version. Clinical Linguistics and Phonetics, 33(12), 1125-1138. https://doi.org/10.1080/02699206.2019.1589579

SLOVENIA - Kogovšek, D., & Ozbič, M. (2013). Lestvica razumljivosti govora v vsakdanjem življenju: slovenščina. Komunikacija, 2(3), 28-34. http://cobiss.izum.si/scripts/cobiss?command=DISPLAY&base=COBIB&RID=9672009

SOUTH AFRICA - Pascoe, M., & McLeod, S. (2016). Cross-cultural adaptation of the Intelligibility in Context Scale for South Africa. Child Language Teaching and Therapy, 32(3), 327-343. https://doi.org/10.1177/0265659016638395

SWEDEN - Lagerberg, T. B., Hellström, A., Lundberg, E., & Hartelius, L. (2019). An investigation of the clinical use of a single-word procedure to assess intelligibility (Swedish Test of Intelligibility for Children) and an evaluation of the validity and reliability of the Intelligibility in Context Scale. Journal of Speech, Language, and Hearing Research, 62(3), 668-681. https://doi.org/10.1044/2018_JSLHR-S-18-0018

VIETNAM - Phạm, B., McLeod, S., & Harrison, L. J. (2017). Validation and norming of the Intelligibility in Context Scale in Northern Viet Nam. Clinical Linguistics and Phonetics, 31(7-9), 665-681. https://doi.org/10.1080/02699206.2017.1306110

VIETNAM - Le, X. T. T., McLeod, S. & Phạm, B. (2021, in press). Consonant accuracy and intelligibility of Southern Vietnamese children. Speech, Language and Hearing. https://doi.org/10.1080/2050571X.2021.1888195

ICS with children with speech sound disorders

McCormack, J., McLeod, S., & Crowe, K. (2019). What do children with speech sound disorders think about their talking? Seminars in Speech and Language, 40(2), 94-104. https://doi.org/10.1055/s-0039-1677760

McLeod, S., Baker, E., McCormack, J., Wren, Y., Roulstone, S., Crowe, K., . . . Howland, C. (2017). Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders. Journal of Speech, Language, and Hearing Research, 60(7), 1891-1910. https://doi.org/10.1044/2017_JSLHR-S-16-0385

McLeod, S., Harrison, L. J., McAllister, L., & McCormack, J. (2013). Speech sound disorders in a community study of preschool children. American Journal of Speech-Language Pathology, 22(3), 503-522. https://doi.org/10.1044/1058-0360(2012/11-0123)

Hoang, V. Q., Tra, T. T., Nguyen, T. T. H., Tran, T. M. D., & Cao, P. A. (2019). Đặc điểm âm lời nói của trẻ bị rối loạn âm lời nói đến khám tại bệnh viện nhi đồng 1 và trường đại học y khoa Phạm Ngọc Thạch từ tháng 1 đến tháng 6 năm 2018 [Speech sound characteristics of children with speech sound disorders at Children's Hospital 1 and University of Medicine Pham Ngoc Thach from January 2018 to June 2018]. Y Học TP. Hồ Chí Minh [Ho Chi Minh City Journal of Medicine], 23, 202-207.

ICS with children with cleft lip and palate

Cronin, A., McLeod, S., & Verdon, S. (2020). Holistic communication assessment for young children with cleft palate using the International Classification of Functioning, Disability and Health: Children and Youth. Language, Speech, and Hearing Services in Schools, 51(4), 914-938. https://doi.org/doi:10.1044/2020_LSHSS-19-00122

Seifert, M., Davies, A., Harding, S., McLeod, S., & Wren, Y. (2021). Intelligibility in 3-year-olds with cleft lip and/or palate using the Intelligibility in Context Scale: Findings from the Cleft Collective Cohort Study. The Cleft Palate-Craniofacial Journal, https://doi.org/10.1177/1055665620985747

ICS with children with autism spectrum disorders

Burton, J. M., Washington, K. N., & Samms-Vaughan, M. (2018). Parent report of communication skills of Jamaican children with autism spectrum disorder: A pilot study. Communication Disorders Quarterly, 41, 54-66. https://doi.org/10.1177/1525740118760816

ICS with adults with hearing loss

ICS with multilingual adults

Blake, H. L., McLeod, S., & Verdon, S. (2020). Intelligibility Enhancement Assessment and Intervention: A single-case experimental design with two multilingual university students. Clinical Linguistics and Phonetics, 34, 1-20. https://doi.org/10.1080/02699206.2019.1608470

Descriptions

McLeod, S. (2015). Intelligibility in Context Scale: A parent-report screening tool translated into 60 languages. Journal of Clinical Practice in Speech-Language Pathology, 17(1), 7-12.

Miller, N. (2013). Measuring up to speech intelligibility. International Journal of Language and Communication Disorders, 48(6), 601-612. https://doi.org/10.1111/1460-6984.12061

# data[].attributes.attachment_link.description
The Intelligibility in Context Scale is a quick parent report measure of children's intelligibility, developed to provide speech-language pathologists with information relating to speech sound disorders, and childhood apraxia of speech. The 7-item questionnaire rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale.

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Speech Participation and Activity Assessment of Children (SPAA-C)

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Speech Participation and Activity Assessment of Children (SPAA-C)

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The Speech Participation and Activity Assessment of Children (SPAA-C) is designed to support professionals and researchers to understand the lives of children and other important people who surround them.

(Pronounced /spa si/ "spa see")

It includes questions for the children themselves, their siblings, friends, parents, teachers and others involved in their daily lives. Most questions can be answered in an interview format; however, there is one section for children to indicate their response by drawing.

SPAA-C originally was developed to provide speech-language pathologists with information about children with speech sound disorders but may also be relevant for considering children's communication more broadly (e.g., with children who are multilingual, children who stutter, children who have language disorders, children with hearing loss). The questions can be adapted to suit the context.

The SPAA-C is free and downloadable from the links below. Information about the creation of the SPAA-C can be found at http://www.tandfonline.com/doi/abs/10.1080/14417040410001669516

The SPAA-C has been translated into a number of languages (see below) and has been used in research and practice in different countries. If you would like to be involved in translating, or researching using the SPAA-C, please contact us.

Afrikaans
Assessering van Spraakdeelname en Aktiwiteite van Kinders

Brenda Louw, Ph.D., East Tennessee State University, USA and Juan Bornman, Ph.D., Karin Van Niekerk, Enid Moolman, University of Pretoria, South Africa

English
Speech Participation and Activity Assessment of Children

Sharynne McLeod, Ph.D., Charles Sturt University, Australia

Konuşma Katılımı ve Etkinliği Değerlendirmesi

Child Form (Turkish)

Child Form (Turkish - English)

Seyhun Topbaş, Ph.D.

Vietnamese
(Tiếng Việt)
Đánh giá Hoạt động và Sự tham gia liên quan đến lời nói của trẻ em: Tiếng Việt

Ben Phạm, Charles Sturt University, Australia; Hanoi National University of Education, Viet Nam

*These translations have not been back translated by a professional translation company unless specified.

Acknowledgments

The SPAA-C was developed by Sharynne McLeod in conjunction with 120 participants in the master class at the Speech Pathology Australia National Conference, Hobart (May, 2003) and the 100 participants in the Speech Pathology Australia Professional Development workshop, Perth (June, 2003).

It originally was published as an appendix to the following article: McLeod, S. (2004). Speech pathologists' application of the ICF to children with speech impairment. International Journal of Speech-Language Pathology, 6(1), 75-81.

Speech Pathology Australia (Gail Mulcair, CEO) has given permission for the SPAA-C and its translations to be shared on the Multilingual Children's Speech website.

Thank you to the researchers and speech-language pathologists who have used and translated the SPAA-C.

References

SPAA-C has been described in the following papers

SPAA-C has been used in the following publications

Barr, J., McLeod, S., & Daniel, G. (2008). Siblings of children with speech impairment: Cavalry on the hill. Language, Speech, and Hearing Services in Schools, 39, 21-32.

Daniel, G. R. & McLeod, S. (2017). Children with speech sound disorders at school: Challenges for children, parents and teachers. Australian Journal of Teacher Education, 42(2),
81-101. Retrieved from http://ro.ecu.edu.au/ajte/vol42/iss2/6

Hopf, S. C., McLeod, S., & McDonagh, S. H. (2017). Fiji school children's multilingual language choices when talking with friends. In M. Theobald (Ed.). Friendship and peer culture in multilingual settings. Sociological studies of children and youth (Vol. 22) (pp. 55-88). Bingley, UK: Emerald.

McCormack , J., McLeod, S., McAllister, L. & Harrison, L. J. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment. Language, Speech, and Hearing Services in Schools, 41, 379-392. doi: 10.1044/0161-1461(2009/08-0129).

McLeod, S., Crowe, K., Masso, S., Baker, E., McCormack, J., Wren, Y., Roulstone, S., & Howland, C. (2017, in press). Profile of Australian preschoolers with speech sound disorders at risk for literacy difficulties. Australian Journal of Learning Difficulties.
doi: 10.1080/19404158.2017.1287105

McLeod, S., Daniel, G., & Barr, J. (2013). "When he's around his brothers ... he's not so quiet": The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46(1),
70-83. doi: 10.1016/j.jcomdis.2012.08.006

McLeod, S., Verdon, S. & Theobald, M. (2015). Becoming bilingual: Children's insights about making friends in bilingual settings. International Journal of Early Childhood, 47(3),
38-402. doi: 10.1007/s13158-015-0148-7

Neumann, S. (2011). Listening to children with cleft lip and palate in Germany. In S. Roulstone & S. McLeod (Eds.), Listening to children and young people with speech, language and communication needs. (pp. 187-194). London: J&R Press.

Neumann, S. (2011). LKGSF komplex - Sprachtherapeutische Diagnostik bei Lippen-Kiefer-Gaumen-Segel-Fehlbildung. München, Germany: Ernst Reinhard Verlag.

# data[].attributes.attachment_link.title
Speech Participation and Activity Assessment of Children (SPAA-C)

# data[].attributes.attachment_link.description
The Speech Participation and Activity Assessment of Children (SPAA-C) is designed to support professionals and researchers to understand the lives of children and other important people who surround them. (Pronounced /spa si/ "spa see") It includes questions for the children themselves, their siblings, friends, parents, teachers and others involved in their daily lives.

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Informed K12: Digital Forms for K12 Education

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Google Forms - create and analyze surveys, for free.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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3-year review forms in different languages

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3-year review forms in different languages

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.title
Informed K12: Digital Forms for K12 Education

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I sent the link to the SuperDuper Digital Library to your district email. Please let me know if you did NOT receive it so I can resend it to you.

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If you are the case manager, please send the PWN with the Procedural Rights to your students' parents as soon as possible.

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Non-standardized Language Assessment

This assessment evaluates the student’s ability in the following areas: rapid naming, basic concepts, following 2- step directions, object description, storytelling, and answering questions about the story.

This test was conducted virtually via Zoom. The examiner presented each stimulus picture individually on full screen to eliminate distractions on the desktop/video window.

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Non-standardized Articulation Test (adapted by R.Famorcan and F.D. Famorcan from Artic Screener Informal-Articulation-Assessment from TeachersPayTeachers-2992869)

This informal test includes all phonemes of English in the initial, medial, and final word positions within single words.  The student was asked to label a picture to elicit the target sound within a word. This informal test includes 68 picture plates to elicit the articulation of 23 consonant sounds in the initial, medial and final position and 3 consonant clusters (blends) in the initial position. The examiner presented each picture on a PowerPoint slide that was screen shared on Zoom.

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SLAM Dog Comes Home (sequence by clicking)

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SLAM Dog Comes Home (sequence by clicking)

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How to do therapy with the SLAM cards (demonstration)

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How to do therapy with the SLAM cards (demonstration)

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How to do teletherapy with the SLAM cards: Dog Comes Home by Bellkis Fuentes, Bilingual SLP.

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How to do therapy with the SLAM cards (demonstration)

# data[].attributes.subject
How to do therapy with the SLAM cards (demonstration)

# data[].attributes.attachment_link.title
How to do teletherapy with the SLAM cards: Dog Comes Home by Bellkis Fuentes, Bilingual SLP.

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Critical Questions for Parents & Teachers 

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Critical Questions for Parents & Teachers 

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in English

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Critical Questions for Parents & Teachers

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Critical Questions for Parents & Teachers

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in Spanish

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The Pragmatics Profile in Everyday Communication Skills for School-Age Children

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The Pragmatics Profile in Everyday Communication Skills for School-Age Children

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http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p080c/the_pragmatics_profile.pdf

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Module 29: Dynamic Assessment: Non-Word Repetition Task Part 1

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in Spanish

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Do I have to test all of my students whose triennials are due?

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Do I have to test all of my students whose triennials are due?

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IEP teams can continue to do file reviews, particularly for duplicated students. Just like the file reviews during the school closure, we need to fill out the 3-year Re-evaluation form to determine if a file review is appropriate at this time. You can access and fill out this form on Informed K12.

It is also available in the Record Review column of this padlet (to the right of this column).

Please ask the following questions when considering a file review:

1. Does the students continue to exhibit the disability?

2. Does the student require or will continue to require Special Education & related services?

3. What is the student's present level of performance and is the student making meaningful progress in the current program?

4. Is the student's current program and are the services appropriate at this time?

Yes to the 4 questions:
If your team responds Yes to the 4 questions and you obtained agreement from the parents, you can decide on doing a File Review.

No to 1 or more of the questions:
If your team responds No to 1 or more of the 4 questions, a 3-year re-evaluation needs to be conducted.

If you are planning to exit the student or you think that the student needs a change of placement, consider triennial testing.

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Informed K12: Digital Forms for K12 Education

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What timelines are applicable during in-person  learning?

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What timelines are applicable during in-person  learning?

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All timelines apply at this time.

Referrals should be responded to within 15 days. We can respond with an SST meeting, a Prior Written Notice, or an Assessment Plan.

IEPs should be held within 60 days from the receipt of the Assessment Plan.

If an AP was signed prior to school reopening, please complete this assessment as soon as possible.

Please keep to the deadlines for annual and triennial reviews. If the annual and the triennial review dates are different, hold the IEP on the earlier date.

If a triennial is overdue, please complete it as soon as possible.

Please refer to CA Timelines column of this padlet.

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Do I need to send a Vision and Hearing Referral form?

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Do I need to send a Vision and Hearing Referral form?

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Yes, the nurses will test students for initial and 3-year reviews. If a student is in kindergarten and does not have a current vision and hearing screening results, you can ask the parents for the screening results obtained from the child's recent doctor's visit.

Students are screened in kindergarten, 2nd, 5th, and 7th grade.

The nurses will not screen students whose triennials were due last year. They are moving forward with the triennials and initials due this school year.

You can find the student's past vision and hearing screening results in PowerSchool.
1. Select a Student.
2. Click the "Health" tab from the left side bar.
3. Click the "Screenings" tab at the top of the page.
4. Results for all screenings should be visible.

To fill out a vision and hearing screening form, you can use this link. This link is also found in the Vision and Hearing Screening column of this padlet.

https://docs.google.com/forms/d/e/1FAIpQLSddry6mkMY0C3ZdFFk0ZznbDB6SCfKh_KOJe0pPPh5m_u6l0Q/viewform

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Do I need to test a student who was referred for an initial evaluation?

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Do I need to test a student who was referred for an initial evaluation?

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Yes. The 60-day timeline applies to initials. The recommended data sources are:
*record review
*standardized tests
*non-standardized tests
*classroom observation
*questionnaires
*structured interviews
*dynamic assessments
*teacher interview
*student interview, if applicable
*other appropriate sources

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Can I reduce my students' frequency of service because I can't fit them all in my schedule?

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Can I reduce my students' frequency of service because I can't fit them all in my schedule?

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No. The student's needs should drive the frequency of service.

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Teacher input - Functional Communication

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Teacher input - Functional Communication

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Module 31: Dynamic Assessment: Fast Mapping Introduction and Example 1

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Thanks for sharing, Kandice!

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Thanks to Gayle for this fillable form, which is our alternative to the required form.
Please fill this out and send it to Michelle Rosales after holding an IEP.

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Online speech therapy games are great for home practice and teletherapy (aka telepractice or telehealth) and add another mode of learning. This blog will review 12 fun online speech therapy games and resources that therapists can utilize with children either during office or telehealth visits.

Screen-sharing technology is a telehealth practitioner's greatest ally. With the ability to show your client your screen, you open up the whole web's worth of activities and online speech therapy games to utilize in therapy. There's no doubt that there are hundreds of thousands of online therapy resources, the catch is that there are just so many that it can be difficult to know where to start.

Here's a list of resources that can be easily turned into online speech therapy games to get you going:

ABCya.com: Marketed as an educational gaming website for preschool through sixth graders, ABCya.com contains a variety of motivating and interactive games. Games are categorized by school subject, topic, and gaming type (e.g., bingo, multiplayer, crosswords). Search "storymaker" to locate a 'make your own book' feature or "paint" for a whiteboard type application. Additionally, games called 100 Snowballs, Create a Car, and Make a Pizza are great for token reinforcement.

Education.com: The resources here are absolutely endless; however, if you stick with the free basic subscription, you'll be limited to three content downloads a month. This is one of those sites where you will undoubtedly get your money's worth if you choose to subscribe to the premium level for $5 a month (when billed annually). Per their description, Education.com's Reading, Writing, and Math resources are aligned to the individual state and Common Core standards. The site contains PDF worksheets that can be added to Theraplatform resources, interactive story books, song videos, and games. You can create folders to save activities by skill or theme. The classical stories available, including The Three Little Pigs and The Tortoise in The Hare, have fantastic picture sequencing games to target story retell, comprehension, and sequencing.

LessonPix.com:If you are familiar with Boardmaker, you'll get the general idea of LessonPix. It's an online set of tools to create learning materials, schedules and visual support. There's a database of picture symbols you search for by keyword (e.g., search "ball" and you'll see a variety of drawn pictures that could represent "ball"). You can then bank these symbols in your workspace and use them to create PDF materials. Additionally, you can search materials others have already made (e.g. search "daily visual schedule"). A subscription is $36 a year.

PinkCatGames.com: Pink Cat Games has an ever-growing collection of learning games that can be customized with literally any content to target whatever skill you are working on. You can choose from hundreds of prebuilt question lists or make your own. Clients are rewarded with game play for answering the questions you chose. Your clients can also access these games at home, outside of session time. There are both free and paid games available.

PBSKids.org: PBS Kids is another great resource for online games. Some highlights include Cookie Monster's Foodie Truck which allows the child to make different foods from a recipe. Dress Up Time has the child help get their favorite Sesame Street characters dressed for the day. Both of these games are great for targeting following directions and common vocabulary. Oscar's Rotten Ride facilitates learning of spatial and qualitative concepts as well as sorting skills. All content on PBSKids.org is free and does not require a subscription.

Boomlearning: Boom Learning is a platform with digital games and activities that users have created for clients to manipulate on screen. You can create your own Boom Card "decks" or choose from free and paid sets that others have made. Each deck is made up of multiple task cards. There is a lot of content, and it can feel overwhelming at first. Start by going to the store tab and searching through the "Top Free" category. Add some of these activities to your library to get an idea of what types of decks are out there. You may find you never need to actually create your own, as there is a good chance another user already made something that targets your desired skill.

Owlie Boo: This is a resource aimed towards toddlers and preschoolers. There are simple educational games and videos to be used for motivational purposes. Games are organized by how they are manipulated (i.e., pushing a key on the keyboard, clicking and dragging, or moving the mouse). Even very young children without computer experience can actually manipulate some of these games themselves with little help from an adult.

Language Playroom: Language Playroom is a free online program containing games and activities designed specifically for targeting speech and language skills. Activities are organized by developmental level and area of communication. The articulation section contains multiple games per sound target including snakes and ladders, generic board games, tic tac toe, and tons more. Target words are listed next to games and you have the ability to hide or show the games at any point as a reward for drill practice. The Social Skills category contains an activity with hypothetical social situations and related questions. For example the activity may state "Someone walking next to you trips and drops papers all over the hallway" and then ask "How would you feel if this happened?"

Google Slides: This is Google's version of Powerpoint and it exists within your internet browser. Google Slides can function similarly to Boom Learning in that you can create slides with interactive text and pictures. You can also think of Google Slides as a way of bringing traditional flashcards to the screen for telepractice, just by making individual slides with whatever text or pictures you'd like to display.

MrNussbaum.com is an educational resource created by a teacher. Per their site description, "MrNussbaum.com was developed with the idea that crucial concepts, themes, ideas, and fact sets taught in the classroom can be enhanced over the internet through interactivity." There are many educational games where the client can role play. There is a lot of free content to utilize including games, coloring pages, and reading passages. "Butterfly Garden" is a fun token reinforcer where the child can design their own butterflies, release them in the wild, then catch them in their nets!

Funbrain.com Funbrain offers hundreds of games, books, comics, and videos that develop skills in math, reading, problem-solving and literacy. One of the most unique features of this site is the number of free e-books. There's also a good mix of "just for fun" games to use as rewards and actual educational content.

HighlightsKids.com: Highlights contains similar online games as some of the previously listed sites; however, they also have a joke section, and podcasts! Additionally, the coolest (most nostalgic) part of the site is that they've created a virtual version of their classic "Hidden Pictures" activity. This would be great for working on descriptive language and spatial concepts. Instead of giving the client control of the mouse. You could have them describe to you where the object is hidden (e.g., next to the brush, above the car).

These great online resources and online speech therapy games can be easily utilized on TheraPlatform- EMR and telehealth platform for speech therapists with built in therapy tools and screen sharing function that allows children to play online games.

We've covered sites made specifically for targeting therapy skills, sites with fun reinforcers and games, and sites for you to create your own on-screen materials. Did we miss any of your favorites? Let us know! Write your comments below!

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Online speech therapy games are great for home practice and teletherapy (aka telehealth) and add another mode of learning. This blog will review 12 fun online speech therapy games and resources that therapists can utilize with children either during office or telehealth visits.

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Student: Mrs. Smith, what's in your tummy?
SLP: A baby.
Student: You ate a baby?!

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Un Perro Viene a la Casa (Spanish version of "Dog Comes Home")

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Un Perro Viene a la Casa (Spanish version of "Dog Comes Home")

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Dr. Crowley announced that that the Spanish version of "Dog Comes Home" is now available for free on Boom Learning.

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SLAM BOOM! Español - "Un perro viene a la casa"

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Estamos feliz de anunciar nuestra tienda en https://wow.boomlearning.com Para visitar a nuestra tienda haga clic en el enlace: https://bit.ly/3pnwmpm Aquí puede buscar una versión interactiva de "Un perro viene a la casa". Estas cartas son de SLAM (School-age Language Assessment Measures) o Medidas de evaluación de lenguaje para niños escolares que se llama SLAM BOOM!

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in English

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Google Forms - create and analyze surveys, for free.

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Please use this form when requesting for vision and hearing screenings for your initials and triennials.

https://docs.google.com/forms/d/e/1FAIpQLSddry6mkMY0C3ZdFFk0ZznbDB6SCfKh_KOJe0pPPh5m_u6l0Q/viewform

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Fillable Form A_Employee Emergency Information

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Fillable Form A_Employee Emergency Information

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https://docs.google.com/forms/d/e/1FAIpQLSeKM9LIA-J_y2CofAYKIA5JIK3iE6QUg3NbklQtun-b0tUUPQ/viewform?fbzx=-910917219853293503

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Google Forms - create and analyze surveys, for free.

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Do I need to fill out the 3-year Re-eval form for ALL my students whose triennial review is due?

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Do I need to fill out the 3-year Re-eval form for ALL my students whose triennial review is due?

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Yes, the 3-year Re-evaluation form has to be filled out for file reviews and triennials.

https://app.informedk12.com/link_campaigns/three-year-re-evaluation-form-electronic-form?token=RmwSYAxGkfKYsu8GUxvwfsYN

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Informed K12: Digital Forms for K12 Education

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ELPAC scores can be obtained from PowerSchool
1.  Type the student's name.
2. From the left side of the screen under Information, click State/Province - CA
3. Click 'Score Reports'.
4. Select 'All' for Year and click 'Get Report'.
5. Choose 'Summative' or 'Initial'.

You can also call the RAP Center at 510-307-4662.

Please have the student's district ID ready when you make a call.