SPEECH AND LANGUAGE
by Stephen B. McCarney
& Samm N. House
The Speech and Language Evaluation Scale - Second Edition (SLES-2) was developed to aid in-school screening and referral of students with speech and language problems. The SLES-2 provides the clinician with comprehensive input from classroom teachers, without lengthy anecdotal reporting. Each subscale is associated with one of the most commonly recognized characteristics of speech and language disorders:
Articulation, Voice, Fluency, Form, Content, and Pragmatics.
Internal consistency, test-retest, and inter-rater reliability; item and factor analysis; and content, construct, and criterion-
related validity are documented and reported for the scale.
The Pre-Referral Speech and Language Checklist provides accurate observational information from classroom teachers for screening and referral.
The SLES-2 is an excellent choice for speech/language clinicians and pathologists when making decisions about additional testing and services for students with speech and language problems.
Characteristics and Components of the SLES-2
The SLES-2 is based on the federal definition of speech and language impairment (IDEIA, 2004) and the speech and language disorders definitions recognized by the American Speech-Language-Hearing Association (ASHA, 1993).
The SLES-2 was standardized on a total of 2,573 students.
The standardization sample included students from 14 states, represented all geographic regions of the United States, and closely approximated the 2011 demographic characteristics of the United States.
Factor analysis confirmed the six SLES-2 subscales.
The SLES-2 provides separate norms for male and female students 4 through 18 years of age.
The SLES-2 can be completed in approximately 20 minutes and includes 68 items easily observed and documented by educational personnel.
The Pre-Referral Speech and Language Checklist provides a format for identifying behaviors in need of intervention.
The Speech and Language Classroom Intervention Manual includes IEP goals, objectives, and interventions for all 68 items on the scale.
The SLES-2 Quick Score computer program converts raw scores to standard scores and percentiles which make scoring efficient and convenient.
The Speech and Language Classroom Intervention Manual (206 pages, © 1990) contains goals, objectives, and interventions for writing the student’s IEP for the areas of Articulation, Voice, Fluency, Form, Content, and Pragmatics. Intervention strategies are provided for speech and language pathologists functioning in a consultant model with the student’s classroom teacher for each communication skill on the scale. For pre-referral and classroom intervention, the Speech and Language Classroom Intervention Manual is an excellent resource for all speech and language pathologists working in public and private educational settings.
TARGETING LANGUAGE DELAYS
IEP Goals & Activities for Students
with Developmental Challenges
by Caroline Lee
Many school-aged children with developmental and communication challenges need help with their listening, language, and reading skills. Targeting Language Delays explains how to teach these skills in sequential steps using more than 100 goals and activities that can be incorporated into an IEP or used for home practice.
Part 1 offers background and tips on teaching language skills; Part 2 contains goals in key language areas:
• following directions
• negative “no” & “not”
• “yes” & “no”
• vocabulary (nouns & verbs)
• classification & categorization
• descriptors (including “same” & “different”)
• “wh” questions
• listening skills (discrimination, memory & processing)
• word & sentence structure
• whole word reading.
Thorough enough for SLPs, yet accessible enough for parents and teachers, this manual succinctly explains how to introduce, teach, and track the progress of each communication goal, along with suggested materials and references.
Targeting Language Delays