Your assessment

We've created tailored versions of your assessment report to tailor to the depth and detail level needed for different stakeholders involved. Please feel free to share these reports with the people in your child's life.

Parent summary
Nursery/school summary
SLT/onward referral summary
Full report

Parent summary report

Dear Elise and Family,

We would like to provide you with an update on Luca's speech and language assessment conducted on November 10, 2023. Our session together was insightful and helped us understand Luca's communication skills better.

Background:Luca, who is two years and four months old, has made considerable strides in communication since his tongue-tie was addressed. However, you've noticed that he's been slower to talk, which prompted this assessment, especially with the addition of a new sibling in the family recently.

Assessment Findings:

  • Engagement: Luca started the session tentatively but showed more involvement with some encouragement. He was quiet but followed instructions and engaged with toys, showing he understands what's said to him.
  • Speech Sound Production: Luca can make a variety of sounds. His challenges with blends and occasional omission of sounds are within the expected range for his age.
  • Language Comprehension: He's on track with his ability to follow directions and understand language, evidenced by his ability to follow two-step commands and select objects when asked.
  • Expressive Language: He mainly communicates using two-word phrases and some jargon. We didn't hear him use longer phrases during our session, which may be due to his reserved nature in the new setting.

Recommendations:We've suggested a few strategies to support Luca's speech and language development at home:

  • Visual Engagement: Allow Luca to see your mouth when you speak to help him learn how to form words.
  • Singing and Pausing: Use songs like "Twinkle, Twinkle Little Star" to encourage him to fill in words and practice sounds.
  • Emphasize Sounds: Over-articulate the sounds he tends to miss, like "ss" in "star" or "duh" in "drum," using everyday items to make it fun.
  • Focus on Strengths: Continue to reinforce the sounds he's already good at to give him a confidence boost.
  • Awareness and Variety: Keep making him aware of the different sounds and encourage him to practice a mix of familiar and challenging sounds regularly.

Next Steps:Let's continue to provide Luca with plenty of opportunities to talk and play in a language-rich environment. We'll reassess his progress in the spring and adjust our plan as needed. If you have any concerns before then, please feel free to reach out.

Thank you for your dedication to Luca's development. Your involvement is vital to his progress, and we're here to support you every step of the way.

Nursery or school summary

Child's Information:

  • Name: Luca Hamer Iles
  • Date of Birth: June 29, 2021
  • Date of Last Assessment: November 10, 2023

Background and Concerns:

‍Luca is currently 2 years and 4 months old and has been referred for speech and language assessment due to concerns with his speech sound production and vocabulary development. Post correction for a tongue-tie at an early age, Luca's speech development has been progressing, albeit with some noted delays.

Observations at Last Assessment:

‍Luca was reserved at the beginning of the assessment but did warm up with some encouragement. He demonstrated the ability to understand instructions and made choices in play that reflected his comprehension of language. However, he was reticent to use verbal communication during the session.

Current Communication Profile:

  • Speech Sound Production: Luca shows the ability to produce various sounds but has difficulties with blends and sometimes omits sounds, which is within the typical range for his age.
  • Language Comprehension: He follows simple two-step instructions and responds appropriately to questions in a non-verbal manner.
  • Expressive Language: His use of two-word phrases and occasional jargon is evident, although longer sentences are not yet used consistently in a structured setting.

Recommendations for Nursery Staff:

  • Encourage Luca with clear and slow pronunciation, ensuring to give him time to attempt to mimic the sounds.
  • Use visual aids to reinforce word sounds and encourage Luca to use his words when requesting toys or during activities.
  • Integrate language-building activities into daily routines, such as storytelling, singing, and play, to stimulate Luca’s expressive language use.
  • Provide a quiet space for Luca to express himself verbally without the pressure of a busy or noisy environment.
  • Monitor and track his progress in both understanding and production of speech.

Follow-Up:

‍We will continue to monitor Luca’s progress and recommend that nursery staff keep detailed records of any changes or improvements in his speech and language skills.

Carers or onward referrals summary

Child's Name: Luca Hamer Iles
Date of Birth: June 29, 2021
Date of Assessment: November 10, 2023
Assessor: Angela Whiteley, Speech & Language Therapist
Referral Source: Parental Concern
Medical History: Tongue-tie correction at four days old
Assessment Type: Virtual (Telehealth - Video Conference)
Assessment Tools Used:

  • Picture naming activities
  • Play-based interaction assessment
  • Observation of natural conversation
  • Parental report and video evidence of speech at home

Assessment Results:

  • Speech Sound Production:
  • Luca articulates a variety of sounds appropriately for his age.
  • Difficulty with blends and occasional omission of sounds were noted.
  • Mum provided video evidence supporting these findings.
  • Language Comprehension:
  • Follows two-step instructions.
  • Selects objects upon request and responds to questions with appropriate actions, indicating comprehension within normal limits for age.
  • Expressive Language:
  • Uses mostly two-word phrases and jargon.
  • Limited verbal responses during the assessment but showed understanding through actions.
  • Social Communication:
  • Initially reserved; engagement improved with encouragement.
  • Limited direct communication observed with the therapist during the session.

Behavioral Observations:

  • Luca was quiet and displayed a reserved demeanor initially.
  • He became more responsive with encouragement from parents and the therapist.
  • Engagement in structured speech tasks was limited.

Parental/Caregiver Input:

  • Luca was reported to be slow in initial speech development, with his first words emerging at 14 months.
  • Family dynamics have recently changed with the addition of a new sibling three weeks prior to the assessment.

Recommendations:

  • Continued provision of a language-rich environment with emphasis on clear pronunciation and vocabulary variety.
  • Use of language stimulation techniques through daily routines.
  • Overemphasis of sounds that Luca omits or substitutes.
  • Limit passive screen time in favor of interactive speech practice.
  • Follow-up assessment recommended for late spring to monitor progress.

Plan:

  • Parents to implement recommended strategies and monitor Luca's response and progress.
  • Scheduled review in April/May to reassess speech and language development.

Therapist's Comments:The assessment highlighted areas of strength and development for Luca. The implementation of targeted strategies and consistent practice at home is expected to support his ongoing speech and language development. Continual monitoring and a structured follow-up will be beneficial in tracking progress and adjusting interventions as needed.

Attachments:

  • Video clip provided by parent
  • Parental report form

Therapist Contact Information:
Angela Whiteley
Email: angela@ogmatherapy.com

Distribution:

  • Parents (Elise Hamer)
  • Nursery (for information and support in language-rich environment facilitation)
  • Health Visitor (for collaborative care planning)
  • GP (for medical history continuity and reference)

Please ensure this report is included in Luca's health and education records and is available for review by all professionals involved in his care.

‍

Full report

Child's Name: Luca Hamer Iles

‍Date of Birth: Jun 29, 2021

‍Date of Assessment: Friday, 10 November 2023

‍Time of Assessment: 3:00 PM

‍Type of Assessment: Virtual (Telehealth - Video Conference)

Participants:

  • Luca (Child)
  • Elise Hamer (Mother)
  • (Father - Present at the end)
  • Angela Whiteley (Speech & Language Therapist)
  • Kyling Saw (Ogma Product Designer)

Background Information:

‍Luca is a 2-year-4-month-old male referred for a speech and language assessment by his parents. Concerns were raised regarding his speech sound production and vocabulary development. Luca's medical history includes a tongue tie that was corrected when he was four days old.  Mum reported that Luca was slow to to talk and did not say his first words until the age of 14 months. The family welcomed a new sibling three weeks prior to the assessment.

Reason for Referral:

‍The referral was made due to concerns about speech clarity and vocabulary size for Luca’s age group, with specific difficulty noted in pronouncing blends and substituting certain sounds.

Observations:

‍During the session, Luca was initially reserved but became more engaged with encouragement. but still did not respond to the activities shown by the SLT.  A speech sound assessment was attempted by using picture naming activities, play interaction, and natural conversation. Luca was very quiet and reluctant to engage fully, while his verbal responses were limited, he was able to follow directions and showed understanding of language through his actions and choices of toys.

Assessment Findings:

  • Speech Sound Production: Mum reports that Luca was able to articulate a variety of sounds, though he had difficulty with blends and sometimes omitted sounds. These patterns are considered typical for his age.
  • Language Comprehension: Luca demonstrated the ability to follow simple two-step instructions, select objects upon request from his mum, and respond to questions non-verbally, indicating age-appropriate receptive language skills.
  • Expressive Language: Mum reported that Luca used mostly two-word phrases and some jargon when speaking. He did not string together sentences of more than two words during the session.  Mum showed a video of Luca cooking during which he was heard to say “chicken poo poo”.

Summary:

‍Luca's language comprehension skills are well-developed, and he is capable of understanding everyday sentences. His expressive language skills are emerging, and his speech sound production is typical for a child at two years and four months, with no significant concerns at this time. The limited use of longer phrases in this session may be due in part to the quiet nature observed during the assessment, and ongoing monitoring is recommended.

Recommendations:

  1. Parent Education: Parents should continue to provide a language-rich environment, emphasizing clear pronunciation and variety in vocabulary.
  2. Language Stimulation Techniques: Engage Luca in daily reading, play, and routines that promote language use. Offer choices to encourage verbal responses.
  3. Speech Modeling: Overemphasize sounds that Luca tends to omit or substitute to provide him with clear models for articulation.
  4. Monitor Screen Time: Limit passive screen time to ensure Luca has ample opportunity for interaction and speech practice.
  5. Follow-Up: A follow-up session is advised in April/May to evaluate continued progress in speech and language development.

Next Steps:

‍If you continue to be worried about Luca’s progress, please schedule a follow-up appointment at your convenience for late spring to reassess Luca’s progress and update the plan as necessary. In the meantime, we encourage you to implement the recommendations provided and reach out with any questions or concerns.

Suggestions for at-home practice:

  • Encourage Visual Engagement:
  • "Put your face so that he can see it... just let him look at your lips."
  • This helps your child see how you form words and sounds.
  • Singing and Pause Technique:
  • "Twinkle, twinkle, little... [pause for the child to fill in] star."
  • Sing a song and leave gaps for your child to join in, which encourages them to participate and practice sounds.
  • Emphasize Sounds in Songs:
  • "How I wonder what you are... [emphasize the problematic sounds 'w' and 'r']"
  • Focus on problematic sounds within the song to help your child practice.
  • Use Everyday Items to Teach Sounds:
  • "Oh, it's a drum. Duh, duh, drum."
  • "It's a star. Sss, sss, star."
  • Use a bag with everyday items and emphasize the first sound of each item to teach your child those particular sounds.
  • Focus on Strengths in Sound Production:
  • "Focus on the sounds that he's good at... let's secure those and the other sounds will pull through."
  • Reinforce the sounds your child can already make well to build confidence before moving on to more challenging sounds.
  • Awareness of Sounds:
  • "Making him aware of the sounds he's using and the sounds he's hearing."
  • This helps with the differentiation and production of sounds during speech development.
  • Consistent Practice with a Variety of Sounds:
  • "Just a few toys with different sounds... and maybe one or two that he's not so good at."
  • Regularly practice with a mix of sounds that your child is both comfortable with and those that are challenging to encourage balanced progress.

Implementing these strategies can significantly support and enhance your child's ability to understand and produce speech sounds effectively. Regular practice and positive reinforcement will help consolidate their skills and encourage speech development.

Therapist:

‍Angela Whiteley

Speech & Language Therapist

‍angela@ogmatherapy.com

Glossary:

  • Articulate: The ability to produce clear, distinct sounds when speaking.
  • Blends: Consonant blends or clusters are two or more consonants spoken together, like 'bl' in 'black' or 'str' in 'street'.
  • Expressive Language: The ability to use words, sentences, gestures, and writing to convey meaning and messages to others.
  • Language Comprehension: The ability to understand language. It includes following instructions, answering questions, and understanding conversations.
  • Receptive Language Skills: The abilities involved in understanding what is said by others.
  • Speech Clarity: The clearness or lucidity of speech sounds and word pronunciation.
  • Speech Modeling: Demonstrating correct speech and sound production for a child to imitate.
  • Speech Sound Production: The process of producing sounds that form words. Difficulties in speech sound production can affect a child's clarity of speech.
  • Non-verbal: Communication without the use of spoken language, which can include gestures, facial expressions, and body language.

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Your progression plan

Our progression plan aims to give you an idea of what your sessions might look like but we'll remain flexible depending on the progress of your child throughout the sessions.

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