| 58882 | | Plan Date: 03-13-2026 | | Speech Assessment Summary: Rose is a 4 year-old and 7 month-old female who was referred for a speech and language evaluation by her pediatrician due to language delay. Mrs. Garcia accompanied her and served as the primary informant for the evaluation. Mrs. Garcia expressed concerns that Rose demonstrates a limited expressive vocabulary and tends to rely on the same words when communicating. During the evaluation, Rose’s expressive language was characterized primarily by the use of single words and 2-3 word utterances. According to developmental norms, a typically developing child of Rose’s age should have an expressive vocabulary of approximately 1500 words and produce utterances of 4-5 words in length. LANGUAGE BACKGROUND: LANGUAGE INPUT: Rose’s mother reported that she is exposed to English within her home environment. LANGUAGE OUTPUT: During the evaluation, Rose was noted to ONLY communicate in English. LANGUAGE OF INTERVENTION: It is recommended that intervention be conducted in English. During the evaluation, Rose displayed signs of distractibility, as evidenced by her difficulty remaining seated and her need for FREQUENT and NUMEROUS prompts to participate. Rose was evaluated using the Preschool Language Scales Fifth Edition (PLS-5). Rose received the following Standard Scores on the PLS-5: Auditory Comprehension 59 (raw score: 30, percentile: 1, age equivalent:2 year 3 months), Expressive Communication 66 (raw score: 32, percentile: 1, age equivalent: 2 year 6 months), and Total Language Score 66 (percentile: 1, age equivalent: 2 year 4 months). According to the Standard Scores that Rose received, she presents with SEVERE TO PROFOUND MIXED RECEPTIVE -EXPRESSIVE LANGUAGE DISORDER.
RECOMMENDATIONS: At this time, speech and language therapy at the rate of 1x per week for 45-60 minutes is warranted to treat Rose’s SEVERE TO PROFOUND MIXED RECEPTIVE/EXPRESSIVE LANGUAGE DISORDER. Rose would greatly benefit from speech therapy that target the following ageappropriate concepts: Demonstrate understanding of spatial concepts (e.i., in, on, under), demonstrate understanding of personal pronouns, demonstrate understanding of quantitative concepts, imitate 3–4 word sentences when provided with a model, use 3–4 word sentences for a variety of pragmatic functions, and name action words when presented with visual stimuli. .Speech therapy is highly recommended at this time as Rose’s current speech and language skills are NOT DEVELOPMENTALLY FUNCTIONAL for her age. Without speech therapy, Rose’s safety risk is high since she will not likely be understood if she needs to communicate pain, communicate need for assistance, or understand safety personnel/directions. Rose’s mother will be responsible for her Home Exercise Program (HEP) to promote skill progress and generalization.
| | Speech Rehabilitation Potential: Good. with consistent Speech Therapy and parental support. Rose will be discharged when she achieves a standard score above - 1.5 standard deviations from the mean for ALL impairments, indicating that her speech and language skills will be in the mild to average range and she will have met all long term therapy goals. | | Speech and Language Long Term Goals: | | Category | Goal Description | | Home Management Intervention Program | When counseled by the clinician, parents will incorporate the home management intervention program as a daily and weekly activity to transfer skills learned in therapy into the home environment. Home management training will optimize patients functional communication tasks in the home. | | Receptive Language | In 12 months, Rose will improve her expressive language skills with 50% accuracy across 5 consecutive sessions in order to improve her verbal output to effectively communicate pain (i.e. tell her mom if stomach hurts) and safety issues (i.e. express when someone hits or bites her at school) with familiar listeners in familiar settings. | | Expressive Language | In 12 months, Rose will improve her receptive language skills with 50% accuracy across 5 consecutive sessions in order to improve herauditory comprehension to effectively understand information in her day-to-day situations. |
| | Speech and Language Short Term Goals: | | Category | Goal Description | | Receptive Language | In 6 months, Rose will follow commands containing spatial concepts (i.e., in, on, under, etc.) with 30% accuracy across 3/5 consecutive session in order to comprehend instructions related to activities of daily living and safety situations (i.e., wash hands, cross the street). | | Receptive Language | In 6 months, Rose will demonstrate understanding of personal pronouns (i.e., me, mine, he, your) by pointing or giving appropriately during playbased tasks with 30% accuracy across 3/5 consecutive session in order to associate correct people in her daily living situations. | | Receptive Language | In 6 months, Rose will demonstrate understanding of quantitative concvepts(i.e give me one apple vs give me some apples.) with 30% accuracy across 3/5 consecutive session in order to comprehend instructions related to activities of daily living and safety situations (i.e., wash hands, cross the street). | | Expressive Language | In 6 months, Rose will use intelligible 3-4 word combinations (i.e., noun + verb + noun, noun + verb + adjective, etc.) to communicate with clinician for a variety of pragmatic functions (i.e., request, comment, label) with 30% accuracy across 3/5 consecutive sessions in order to improve meaningful vocabulary for functional communication in everyday activities. | | Expressive Language | In 6 months, Rose will imitate 3-4 word combinations modeled by the clinician to communicate with clinician (i.e., request, comment, label) with 30% accuracy across 3/5 consecutive sessions in order to improve meaningful vocabulary for functional communication in everyday activities. | | Expressive Language | In 6 months, Rose will name action words (e.i. eating, running, sleeping) with fading multisensory cues with 30% accuracy in 4/5 consecutive sessions in a structured therapy setting or during play based activities in order to create a variety of sentence structures that include verbs to express safety issues with parents (i.e. I am running). |
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