Speech, Language and Communication Progression Tool

Transcription

1 Speech, Language and Communication Progression Tool Copyright owned by The Communication Trust Age 4

2 Talk Boost has been developed by I CAN and The Communication Trust leaders in the field of speech, language and communication. It has been supported by the Every Child a Chance Trust.

3 Talk Boost / SLC Progression Tool The Speech, Language and Communication Progression Tool: Age 4 Using the tool: You ll need to make a copy for each child and gather together pictures provided Each tool is divided into 6 different sections to cover different aspects of speech, language and communication. You can decide to do all sections or selected sections, dependent on your concerns. However, it s suggested that going through all sections will give more detailed information, possibly highlighting areas of concern that may otherwise be missed In each section there are statements relating to what a child should be able to do or say, direct questions to ask the child, observational items and guidance for scoring. Following the instructions, staff should talk to children on a one-toone basis and note down their responses on the form Written in blue are the statements related to what children should be able to do based on developmental norms for their age. What you need to say or ask the child is in bold, and additional information or guidance for staff administering the tool is in italic Following the direct questions are observational items asking staff to judge how the child communicates in the classroom, to be completed by a member of staff who knows the child and who s able to make realistic judgements through observations or knowledge of the child A mixture of direct questions and observations ensures a more balanced and realistic judgement of the child s language skills Age 4 / SLC Progression Tool /

4 Talk Boost / SLC Progression Tool Scoring: Each answer is given a score of 1, or 5, dependent on how much detail the child gives or how accurate they are. Guidelines are given to support the scoring Although not essential, it s useful to write down the child s responses as it can be a good record of their language, though care should be taken to write down exactly what the child says The Score summary will indicate whether a child currently has: - No additional need for support - The need for a targeted wave 2 intervention, i.e. Talk Boost; or - The need for further assessment from a speech and language therapist, and may need specialist support The child s scores can also be plotted on the Profile summary, which enables the teacher to see at a glance the child s areas of strength and need The tool can be used following the Talk Boost intervention to track and identify progress See the background information section for more details on the background to this tool and how to use it. The scores a child has for each section can be totalled and put on to the Score summary 4 / SLC Progression Tool / Age 4

5 Name: Date of birth: Completed by: Date: Understanding spoken language Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. They should be able to follow simple 2-part instructions reasonably well Use picture 1 and ask the following questions: 1 correct 2 correct -4 correct Instructions to child, Have a look at these pictures. Now, point to the pictures I am talking about: a. The old man and something you can put on your chips b. Show me the shops and someone who s running c. The drink and the boy pointing to his teeth d. Show me the old lady s hat Scoring guidance: Only score correct if they get both pictures right. 2. They should understand simple why questions Continue using picture 1 and ask the following questions: 0 correct 1 correct 2- correct Instructions to child, I m going to ask you some questions about these pictures. a. Why is the boy with the chips licking his lips? mark correct: for example Because he likes chips/he s hungry NOT because his lips are sore b. Why is the little girl running to her grandma? mark correct: for example Cos she s happy to see her/she s excited NOT cos she is a good runner c. Why has the old man got a stick? mark correct: for example He needs it to walk/his legs are old NOT because he just found it Scoring guidance: Children don t need to say a full or perfect sentence to get a point, they just need to show they understand the question. Age 4 / SLC Progression Tool / 5

6 . They should be able to understand words related to colour, number and time related words Use picture 2 and ask the following questions: Instructions to child, Have a look at these pictures. Now, point to the one I am talking about: a. Who has three balls? b. Find something blue c. Which picture shows morning? d. Who has lots of balls? e. Find something yellow f. Which picture shows winter? Scoring guidance: Mark correct any of the pictures that demonstrate the above. 2 or less correct -4 correct 5-6 correct Understanding spoken language total scores 6 / SLC Progression Tool / Age 4

7 Understanding spoken language observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. They should be able to concentrate and listen Children who find it difficult may do one or more of the following; if they re doing all of these things often, there is cause for concern: Often Sometimes Rarely a. Fidgeting b. Not looking at who s talking c. Poor attention flitting from task to task without concentration or completion d. Avoiding the role play area Children age 4 will find it difficult to sit still and concentrate for long periods of time, but should manage for short periods in groups and longer on one to one. 2. They should be able to understand instructions Children who struggle to understand may do one or more of the following; if they re doing all of these things often, there is cause for concern: Often Sometimes Rarely a. They can t follow long or complex sentences b. They watch other children so they can work out what to do or are the last to follow instructions c. Being unaware of what s happening/looking lost d. They focus on non-verbal tasks for much longer than verbal Children age 4 should be able to follow most instructions in a reception classroom. They might struggle more, for example, in assembly or playtimes when instructions are for older children too. Age 4 / SLC Progression Tool / 7

8 . They should be able to answer questions appropriately Often Sometimes Rarely If struggling, their answers may be: a. Irrelevant b. A repeat of part of the question c. Answering a slightly different related question d. Non existent These are just some examples of difficulties in understanding. Children who find it difficult may do 1 or more of these things or show difficulties in other ways. If they re doing all of these things often there s cause for concern. Understanding spoken language observation scores 8 / SLC Progression Tool / Age 4

9 Understanding and using vocabulary Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. They should be able to understand a range of words related to size, space and actions Use picture. Instructions to child, Have a look at these pictures. Now, point to the picture I am talking about: a. Heavy b. Over c. Behind d. Blow e. Pull f. Break g. Open h. Next to 2 or less correct -5 correct 6-8 correct 2. They should be able to understand a range of simple verbs 1 correct 2 correct -4 correct Use picture 4. Instructions to child, I want you to find different things people are doing look carefully at the pictures (picture 4). Now, point to the things I talk about... a. Who is dancing? b. Who is hopping? c. Who is waving? d. Who is hiding? Age 4 / SLC Progression Tool / 9

10 . They should be able to name a range of simple words Use picture 5. Instructions to child, Have a look at the pictures and tell me what each one is... I m going to write down what you tell me so I don t forget. Write down what they say and make a note of the words they know and don t know. less than 5 correct 5-9 correct correct Scoring guidance: Mark correct when they can say what the picture is how they pronounce words for this question doesn t matter; they re correct even if they mispronounce words. Fork (ask, What is he doing?) Licking Cakes Knife Cabbage Orange Glass Carrots Potatoes Banana Chips Toast Egg Mug Peas Did they spot the pictures that are the same? Understanding and using vocabulary total scores 10 / SLC Progression Tool / Age 4

11 Understanding and using vocabulary observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. They should be able to pick up new words quickly and easily Often Sometimes Rarely Does it seem to take a long time for them to learn new words in their talking and understanding? 2. They should know the words for things within their experience Often Sometimes Rarely Do they struggle knowing words for things? For example, do they: a. Not have as many words as children of their age b. Over use general words thingy, that, it, going c. Use lots of fillers or hesitate a lot um, er, um, y know, like Children age 4 will do some of these things some of the time but doing all of them all of the time might indicate a difficulty.. They should usually use the correct words for things that are familiar to them Often Sometimes Rarely Do they use made up words or the wrong words? For example, do they: a. Use the wrong words for things, e.g. dog instead of cat b. Use made up words, e.g. buzzy bug Children age 4 will do both of these things some of the time but doing both of them all of the time might indicate a difficulty. Understanding and using vocabulary observation scores Age 4 / SLC Progression Tool / 11

12 Sentences Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. They should be able to speak in longer sentences Can they describe a picture and join their ideas together with and? For example, The boy open the box and look inside. Use picture 6. Instructions to child, Have a look at the pictures and tell me 2 things about each picture. Use picture 6 and write down what they say here. Give them an example if they re struggling, though don t score the example. a. b. c. d. e. f. Scoring guidance: Mark correct if they give you more than 1 piece of information, using more than 4 words in the sentence they don t have to use the word and in the sentence. 2 or less correct -4 correct 5-6 correct 12 / SLC Progression Tool / Age 4

13 2. They should be able to use sentence starters to put longer sentences together 1 correct 2 correct -4 correct Use the following sentence starters to encourage children to put longer sentences together. Instructions to child, I m going to give you the start of a sentence and I want you to finish it and make the longest sentence you can. a. I like sweeties because... score correct: for example They are yummy/they my favourite NOT nice b. In the morning I... score correct: for example Get ready for school/am fed up NOT sleep in c. I like going to the park because... score correct: for example I like playing on the swings/ my dad takes me NOT it fun d. I like coming to school because... score correct: for example I like my teachers/i don t really like school NOT see friends Scoring guidance: Mark correct if they can finish each sentence using more than 2 words.. They should be able to explain their ideas, talk in sentences and talk about things that have happened and be able to explain an event or activity Instructions to child, Can you tell me what you did at the weekend? Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow You could ask, Did you go out somewhere or stay home? Scoring guidance: Can they explain what they did? You might expect at least key points: Example responses scoring full marks I didn t really do anything, just stayed home and watched telly/my mum and me goed into town and have dinner in a cafe... it was nice. If possible, write down what they say here: Sentences total scores Age 4 / SLC Progression Tool / 1

14 Sentences observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. They should be able to join words together to talk in sentences Do they speak using mainly single words? Often Sometimes Rarely 2. They should be able to use longer sentences joined up with words like because and and Do they speak using mainly 2 or -word phrases? Often Sometimes Rarely. They should be able to get their message across using words and sentences, not rely on pointing or gestures Do they use lots of gestures, pointing, noises and physical movements (e.g. taking you to things) to get their messages across? Often Sometimes Rarely Sentences observation scores 14 / SLC Progression Tool / Age 4

15 Storytelling and narrative Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. They should be able to explain a simple picture sequence Use picture 7. Cut up the pictures into squares and get the child to place them in the right order. Once they have done this, get them to explain how to make a sandwich. Unclear Difficult to follow Inaccurate Main points, reasonably clear and easy to follow Accurate Clear Easy to follow Instructions to child, Have a look at the pictures they are all muddled up. Can you put them in the right order? Allow some time for them to do this. Now, the pictures are showing how to make a sandwich can you explain how you would make a sandwich? You would expect a short sentence for each picture that links together, e.g. First get the bread, then... If possible write down what they say here: Scoring guidance: Score 1 if they are unable to put the sequence in broadly the right order and/or if their explanation is unclear, difficult to follow or inaccurate. Score if at least 4 pictures are in the right order and they can explain in sentences of at least 2 words what s happening in each picture so that it follows in the right order of events. One mistake is allowed, e.g. putting butter on after filling. They will be able to say that the pictures show someone making a sandwich. Score 5 if 5 or more of the pictures are in the right order and they can explain in sentences of words or more what s happening in each picture so that it follows in the right order of events. They may also correct or rearrange pictures to make sure it makes sense in the end. Age 4 / SLC Progression Tool / 15

16 2. They should be able to explain a familiar sequence of events Instructions to child, Can you tell me what you do in the morning before you come to school? Example responses scoring full marks: Get up and get dressed, then have breakfast and come to school. If possible write down what they say here: Unclear Difficult to follow Inaccurate Main points, reasonably clear and easy to follow Accurate Clear Easy to follow Score 1 if what they tell you is difficult for you to follow or isn t what they would do before school. Score if they can tell you at least 1 thing they do before they come to school with some detail or 2 things with less detail. For example, I get dressed in my uniform or I get dressed and have my breakfast. Score 5 if they re able to give you information about 2 or more things they do before they come to school with some detail. For example, I get up and get dressed when mum shouts me and I get my coat and walk to school.. They should be able to answer simple questions about familiar stories Instructions to child, Do you know the story of Cinderella? (if yes...) Who did Cinderella dance with at the ball? Were Cinderella s sisters kind? Who helped Cinderella with her magic? Write down what they say here: Unclear Difficult to follow Inaccurate Main points, reasonably clear and easy to follow Accurate Clear Easy to follow If they do not know this story, ask similar simple questions about other familiar stories, e.g. Three Little Pigs, Jack and the Beanstalk, Red Riding Hood. Storytelling and narrative total scores 16 / SLC Progression Tool / Age 4

17 Storytelling and narrative observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. They should be able to make themselves understood Are they difficult to understand when they are talking about things that have happened to them? Often Sometimes Rarely Children age 4 might find it difficult on occasion to organise their talking, especially if talking about long or complicated events, but should be easy to understand most of the time. 2. They should be able to make it clear what they are talking about Do they start talking about things without explaining what they are talking about? Often Sometimes Rarely There will be times when children age 4 will begin talking without you knowing the context but they should realise and fill you in with the extra details to help you follow what they re saying.. They should be reasonably organised when they are explaining simple events Are stories and narratives disorganised or difficult to follow? Often Sometimes Rarely There will be times when children age 4 will become difficult to follow, especially when they are telling long or complicated stories, though this should happen rarely. Storytelling and narrative observation scores Age 4 / SLC Progression Tool / 17

18 Speech Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. Their speech should be clear most of the time Do they have clear speech can you understand what they say to you? No Some of the time Most of the time 2. Their speech should be fluent most of the time Do they have a stammer or avoid speaking in a number of situations? No Some of the time Most of the time. They should use most speech sounds accurately in their speech most of the time Do they do any of the following? Miss the ends of words completely Always Sometimes Rarely Always Tick if they do all 4 things most of the time Sometimes Tick if they do some of the things some of the time Rarely Tick if they rarely do these things Say t instead of c most of the time e.g. tup of tea Always Sometimes Rarely Not use s at the beginnings of words e.g. saying tun instead of sun Always Sometimes Rarely Not pronouncing y properly e.g. saying lello instead of yellow Always Sometimes Rarely Speech total scores 18 / SLC Progression Tool / Age 4

19 Speech observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. Their speech should be clear most of the time Is their speech unclear? Often Sometimes Rarely a. Do they miss out sounds from words, like missing ends off words or never using some speech sounds? b. Do they substitute one sound for another, e.g. a tup of toffee (a cup of coffee) or pour instead of four? 2. Their speech should be fluent most of the time Do they have a stammer or stutter? Often Sometimes Rarely a. Do they lengthen some sounds, repeat sounds or parts of words or get stuck so that little or no sound comes out? b. Do they try to hide their difficulties by avoiding speaking in certain situations or change what they were going to say mid sentence to avoid a word they find difficult?. They should be able to hear the difference between speech sounds Do they struggle to distinguish the difference between speech sounds? For example, so they can t: Often Sometimes Rarely a. Break up words into sounds in order to read or spell b. Count out syllables in words c. Know which written letters make which sounds Speech observation total scores Age 4 / SLC Progression Tool / 19

20 Social interaction Score 1 Score Score 5 Please tick the box that corresponds to the child s answer and give the relevant score from above 1. They should be able to get involved in conversations Do they get involved with conversations with you, either by offering information about themselves, chatting generally about or between the tasks or by asking questions using words like what, where and why? No they have been quiet throughout Partially they have talked a little Yes they have been chatty 2. They should be able to take part in make-believe play and use their talking to organise their games and other people Instructions to child, I m interested in what games you like to play. What kind of games do you like to play...? Can you explain how to play...? No examples or very simple explanation 1 example with some detail More than 1 example or details given Scoring guidance Do they give examples of play and can they explain how to play the games they like? An example of a response scoring 1 Play football An example of a response scoring Play cars on mat with Jack An example of a response scoring 5 I like playing horses with my friend Camile we run around like horses you have to run like this... (might demonstrate) and chase after Cara and Saria. They should be able to take part in conversations with other people Have they joined in or started any conversation with you during the time you have been with them? No they have been quiet and unresponsive Partially they have talked a little and/ or responded non-verbally Yes they have been involved in appropriate conversation Social interaction total scores 20 / SLC Progression Tool / Age 4

21 Social interaction observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well Score 1 Score Score 5 Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above 1. They should be able to understand the rules of conversation Do they do any of the following? Often Sometimes Rarely a. Do they have unusual eye contact? b. Do they struggle to listen or take turns, interrupting more than usual, not knowing how to join in or taking over conversations? c. Do they struggle to understand feelings and facial expressions of others? 2. They should be able to talk and listen with other children Do they do any of the following? Often Sometimes Rarely a. Do they struggle to join in with group conversations, games and activities? b. Do they not notice what others are doing or not pick up clues about how they re feeling? c. Do other children find them difficult because they can take over or get things wrong, or disrupt games?. They should be able to join in with other children and be part of a group Are they isolated from other children? Often Sometimes Rarely a. Do they struggle or make no attempt to join in? b. Do other children find their behaviour difficult or challenging? Social interaction observation scores Age 4 / SLC Progression Tool / 21

22 Talk Boost / SLC Progression Tool Scoring There are two elements to each section; the second element is optional: 1. Questions Ask the questions as directed and if possible write down the child s response as accurately as possible Use the examples and guidance given to help to determine whether they score 1, or 5 and put a tick in the appropriate column Remember that all children of this age should have at least this level of ability if they are at age appropriate levels At the end, add up how many points the child gets and put that number in the Total scores box in each section 2. Observations (optional) This should be completed only if you know the child or you could ask someone who knows the child in order to complete it Make a decision, as directed, as to whether the child shows the behaviours listed often, sometimes or rarely Add up the scores to give Total observation scores for each section Although examples are given, it is impossible to give every response a child might make. It is useful therefore to have a look at what they are expected to be able to do: this is the statement in blue. Use this, the guidance and the example to help you score the answers This section is particularly useful to make sure you get more information than just from the questions above 22 / SLC Progression Tool / Age 4

23 Score summary Take the total scores from each section and put in the table below. Look at the test scores on the table to determine whether children are reaching typical levels for language development, or whether they need targeted or specialist support. It may be that there are some areas of language where children need additional support, even though other areas are fine. The observation scores can be used to supplement the other scores, rather than be used on their own. We would expect question and observation scores to be broadly similar. However: If observation scores are much worse than question scores: - It could be that the child has relatively good language skills, but doesn t have the confidence to use them in the classroom - It could be that they have some functional language difficulties which will need further investigation. So they may do well in structured, more formal situations, but find it difficult to put these skills into practice If observation scores are much better than question scores: - It could be that the child has difficulties with language, but has a good range of strategies they use to overcome these in the classroom, thus hiding their underlying difficulties Age 4 / SLC Progression Tool / 2

24 Talk Boost / SLC Progression Tool Score summary Name: Date of birth: Completed by: Date: Total test score Observations Questions Often Sometimes Rarely Specialist support/ assessment Targeted support needed Universal good practice needed 1. Understanding spoken language Understanding and using vocabulary Sentences Storytelling and narrative Speech Social interaction / SLC Progression Tool / Age 4

25 Talk Boost / SLC Progression Tool Interpreting the results Children falling completely in the red column should be seen as needing further assessment and may well need specialist support Children falling completely in the green column should be seen as currently needing no additional support, but universal good practice to support language and communication. It s good practice to continue monitoring children, as difficulties with language may not always be apparent. If there are specific concerns about children falling in this category, a further assessment may be needed or specialist advice sought. Children with difficulties (red) solely in section 5, speech, may need further assessment from a speech and language therapist Children with difficulties (red) solely in section 6, social interaction, may also need further assessment Children with mixed profiles, e.g. with difficulties and strengths in different areas, should be seen as needing additional assessment and/or support Children with difficulties (mainly amber) in all areas would benefit from a wave 2 intervention, such as Talk Boost. This will support the children to catch up who have the potential to do so and help identify more clearly those children who may have longer term needs. Next steps It can be useful to plot the child s results on to the Profile summary overleaf. This enables you to see at a glance where their areas of strength and need lie. For children who fall into the middle section in particular, Talk Boost can be used to support their language and communication development. Age 4 / SLC Progression Tool / 25

26 Talk Boost / SLC Progression Tool Profile summary Name: Date of birth: Age: Gender Ethnicity: Completed by: Date: Questions Observations Questions Observations Questions Observations Questions Observations Questions Observations Questions Observations Score Understanding Vocabulary Sentences Narrative Speech Social 26 / SLC Progression Tool / Age 4

27 Talk Boost / SLC Progression Tool Next steps Discuss with parent Further assessment Advice from Immediate specialist universal strategies Intervention options Speech (Section 5) Speech and language therapist Language (Sections 1-4) In school Communication (Section 6) External specialist teacher All Educational psychologist Other Consultancy Age 4 / SLC Progression Tool / 27

28 Notes

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33 Picture!

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35 Picture 4!

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37 Picture 5!

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39 Picture 6!

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41 Picture 7!