No apparent Mild Moderate Severe problem A standard 1 to 1.4 standard 1.5 to 1.9 standard ≥2 <1.0 standard deviations below standard deviations below deviation below the mean. deviations below the mean. Standardized the mean. 7-15th percentile. the mean. <2nd percentile. Assessments A standard A standard score 2-6th percentile. A standard score of of 78-85. A standard score <70. ≥86. 16th percentile speech sound of 70-77. Deviations may ≤2 or above. errors outside Substitutions, range from developmental distortions and extensive guidelines. some omissions substitutions and Children may be may be present. many omissions to stimulable for There is limited extensive error sounds. stimulability for omissions. the error phonemes. Informal No apparent Mild Moderate Severe problem Assessments Intelligible >80% of Intelligible 61-80% of Intelligible 40-60% of Intelligible <40% of the time in the time in the time in the time in Ages 3-4 connected speech. connected speech. connected speech. connected speech. Intelligible 60-80% of Intelligible <60% of Intelligible >80% of the time in connected Ages 4-5 the time in the time in speech. connected speech. connected speech. Intelligible 60-80% of Intelligible <60% of Intelligible >80% of the time in connected Ages 5-20 the time in the time in speech. connected speech. connected speech. Speech or Language Impairment Eligibility Form/Severity Rating Scales Language Severity Rating Scale Language impairment: Any deviation in form of language (phonology, morphology and syntax), the content of language (vocabulary, semantics), and/or the functional use of language (pragmatics) perceived to be outside the allowable range for an individual’s communication competence and not related to dialect or linguistic/cultural background. A language impairment adversely affects the child’s educational performance as reflected by his/her social interaction, behavior, emotional development, vocational performance, communication, and/or participation in classroom activities as well as academic achievement. No language To find the presence of an impairment, ratings in assessment Standardized Assessments and Informal Assessments needed. MUST fall within the moderate or severe category. No apparent Mild Moderate Severe problem
Standardized Assessments No apparent problem Mild Moderate Severe A standard <1.0 standard deviation below the mean. A standard of ≥86. 16th percentile or above. 1 to 1.4 standard deviations below the mean. 7-15th percentile. A standard score of 78-85. ≤2 speech sound errors outside developmental guidelines. Children may be stimulable for error sounds. 1.5 to 1.9 standard deviations below the mean. 2-6th percentile. A standard score of 70-77. Substitutions, distortions and some omissions may be present. There is limited stimulability for the error phonemes. ≥2 standard deviations below the mean. <2nd percentile. A standard score <70. Deviations may range from extensive substitutions and many omissions to extensive omissions. Informal Assessments Ages 3-4 No apparent problem Mild Moderate Severe Intelligible >80% of the time in connected speech. Intelligible 61-80% of the time in connected speech. Intelligible 40-60% of the time in connected speech. Intelligible <40% of the time in connected speech. Ages 4-5 Intelligible >80% of the time in connected speech. Intelligible 60-80% of the time in connected speech. Intelligible <60% of the time in connected speech. Ages 5-20 Intelligible >80% of the time in connected speech. Intelligible 60-80% of the time in connected speech. Intelligible <60% of the time in connected speech. Speech or Language Impairment Eligibility Form/Severity Rating Scales Language Severity Rating Scale Language impairment: Any deviation in form of language (phonology, morphology and syntax), the content of language (vocabulary, semantics), and/or the functional use of language (pragmatics) perceived to be outside the allowable range for an individual’s communication competence and not related to dialect or linguistic/cultural background. A language impairment adversely affects the child’s educational performance as reflected by his/her social interaction, behavior, emotional development, vocational performance, communication, and/or participation in classroom activities as well as academic achievement. No language assessment needed. To find the presence of an impairment, ratings in Standardized Assessments and Informal Assessments MUST fall within the moderate or severe category. No apparent problem Mild Moderate Severe