HomeCommunication & Speech Assessment

Communication & Speech Assessment Platform

Comprehensive Multi-Domain Assessment System for Speech & Language Development

General Information

AAC Assessment (Non-Verbal Communication)

Purpose: This assessment evaluates communication needs and determines the suitability of an AAC (Augmentative and Alternative Communication) system for non-verbal children.
Scoring Scale:
5 = Fully meets criteria | 4 = Strong ability with slight difficulty | 3 = Moderate ability, requires support | 2 = Struggles significantly | 1 = Unable to perform independently

Section 1: Communication Purpose

Communication Purpose Rating (1-5) Comments
Requesting wants/needs
Expressing emotions
Social interaction (greetings)
Asking questions
Sharing information

Section 2: Current Communication Methods

Communication Method Rating (1-5) Comments
Gestures (pointing, waving)
Facial expressions
Eye gaze or eye pointing
Manual signs or basic sign language
Vocalizations (cooing, babbling)

Section 3: Symbol Preferences

Symbol Type Rating (1-5) Comments
Pictorial symbols (pictures)
Photos of real objects
Written words
Simple line drawings
Sign language symbols

Section 4: Receptive Skills

Communication Type Rating (1-5) Comments
Picture symbols
Spoken language
Written words
Gestures/sign language

Section 5: Motor & Cognitive Skills

Skill Area Rating (1-5) Comments
Fine motor control (pointing, selecting)
Gross motor control (reaching, arm movements)
Hand-eye coordination
Ability to use switch/button
Understanding cause and effect
Memory for symbols
Attention span

Section 6: AAC System Features

AAC Feature Rating (1-5) Comments
Need for core vocabulary
Use of phrases
Use of custom symbols
Need for pictures/photos
Need for auditory output (voice)

Communication Skills Assessment

Purpose: Assess verbal and non-verbal communication skills including expressive language, receptive language, social communication, and speech clarity.
Scoring Scale:
5 = Strong skills, no concerns | 4 = Minor challenges but communicates effectively | 3 = Moderate difficulty, may need support | 2 = Significant delays | 1 = Severe difficulties
Assessment Area Observation Criteria Score (1-5) Comments
Non-Verbal Communication Uses eye contact, gestures, facial expressions, follows non-verbal cues
Expressive Language Uses clear words, names objects, answers WH-questions, engages in conversation
Receptive Language Follows instructions, understands vocabulary, responds to questions, understands concepts
Social Communication Initiates/maintains conversation, uses appropriate greetings, adjusts tone based on listener, takes turns
Speech Clarity Correct pronunciation, clear speech, no stuttering, appropriate intonation and pacing

Expressive Language Skills Assessment

Purpose: Evaluate the child's ability to express thoughts, needs, and ideas through language, including naming, sentence formation, and storytelling.
Scoring Scale:
5 = Strong expressive skills | 4 = Minor errors but overall good skills | 3 = Requires moderate assistance | 2 = Struggles with forming responses | 1 = Limited skills, needs significant support
Assessment Area Observation Criteria Score (1-5) Comments
Naming & Labeling Can name common objects, describe function, use basic vocabulary correctly
Sentence Formation Forms complete sentences, uses proper tense, uses pronouns correctly
WH-Questions Answers what, where, who, when, why questions appropriately
Storytelling Retells stories with logical sequencing, includes descriptive details, uses beginning/middle/end
Expressing Needs Initiates conversations, asks for help, uses greetings/polite expressions, engages in back-and-forth

Receptive Language Skills Assessment

Purpose: Evaluate the child's ability to understand and process spoken language, including following instructions and comprehending concepts.
Scoring Scale:
5 = Completes all tasks with strong understanding | 4 = Completes most tasks with slight difficulty | 3 = Requires moderate assistance | 2 = Struggles significantly | 1 = Unable to complete independently
Assessment Area Observation Criteria Score (1-5) Comments
Following Instructions Follows single-step, two-step, and three-step commands correctly
Object Identification Identifies common objects by name, function, and differentiates between similar objects
Concept Understanding Identifies colors, sizes, quantities, and follows spatial directions
Yes/No & WH-Questions Answers yes/no questions correctly, answers what, where, who, when questions
Story Comprehension Recalls details, answers story questions, makes simple inferences

Social Interaction & Communication Skills Assessment

Purpose: Evaluate the child's ability to engage in social interactions, maintain relationships, and communicate appropriately in social contexts.
Scoring Scale:
5 = Excellent response, performs independently | 4 = Proficient with minimal difficulty | 3 = Adequate response with moderate difficulty | 2 = Some response with assistance | 1 = No response or significant difficulty
Task Observation Criteria Score (1-5) Comments
Eye Contact Looks at face of caregiver during interaction
Smiling Response Smiles in response to smile or friendly voice
Family Recognition Recognizes family members or familiar others
Interaction Attempts Tries to interact with others
Showing Affection Shows affection to familiar people (hugs, kisses)
Praise Response Smiles in response to praise or compliments
Facial Imitation Imitates caregiver's facial expressions
Emotion Recognition Recognizes emotions in others (happy, sad, etc.)
Action Imitation Imitates another's actions as they are being done
Empathy Shows happiness, sympathy, or concern for others
Friendship Initiation Tries to make friends with others
Emotional Expression Uses words to express emotions
Eye Contact (Culturally Appropriate) Maintains culturally appropriate eye contact during conversations
Small Talk Response Answers politely when adults make small talk
Delayed Imitation Imitates another's actions several hours later
Speech Modulation Modulates speech to fit the conversation
Pleasing Others Does things to try to please others
Friendships Has a best friend or a few good friends
Personal Space Maintains acceptable personal space
Friend Treatment Treats friends well
Shared Interests Talks with others about shared interests
Friendship Maintenance Maintains friendships over time
Perspective Taking Knows that others may have different likes/dislikes
Small Talk Initiation Starts small talk when meeting familiar people
Topic Switching Moves easily between topics in conversation
Conversation Courtesy Talks with others without interrupting or being rude
Self-Expression Tells others what he is thinking and feeling
Topic Maintenance Stays on topic in conversations when needed
Congratulations Congratulates others when good things happen
Compromise Will do nonpreferred activities suggested by friends
Initiating Conversations Starts conversations about things that interest others
Non-Preferred Topics Participates in conversations on nonpreferred topics
Indirect Cues Responds to hints or indirect cues in conversation
Clarification Provides additional explanation when others need it

Social Interaction & Play Skills Assessment

Purpose: Evaluate the child's ability to engage in play activities, interact with peers, and participate in games and sports.
Scoring Scale:
5 = Engages easily and independently | 4 = Engages with minimal difficulty | 3 = Moderate engagement with some difficulty | 2 = Limited engagement with noticeable difficulty | 1 = No engagement or highly inappropriate behavior
Task Observation Criteria Score (1-5) Comments
Playful Response Responds when caregiver is playful
Environmental Interest Shows interest in surroundings
Peer Engagement (5 min) Engages with peer(s) for 5 minutes under supervision
Joining Play Chooses to join others who are playing
Make-Believe Play Uses household objects for make-believe play
Sharing (Prompted) Shares toys/possessions when told to do so
Group Joining (Verbal) Joins in with a group that is verbally welcoming
Peer Engagement (30 min) Engages with peer(s) for 30 minutes under supervision
Avoiding Aggression Moves away from aggressive others nearby
Simple Make-Believe Engages simple make-believe with others
Outdoor Games Engages with others at outdoor games with no score
Play Initiation Asks others to play or spend time together
Minimal Supervision Engages with others with minimal supervision
Turn-Taking (Prompted) Takes turns in games or sports when asked
Elaborate Make-Believe Engages in elaborate make-believe play with others
Sharing (Unprompted) Shares toys/possessions without having to be told
Group Joining (Nonverbal) Joins in with a group that is nonverbally welcoming
Turn-Taking (Unprompted) Takes turns in games or sports without being asked
Simple Games with Scoring Plays with others at simple games with scorekeeping
Rule Following Follows rules in games or sports without being told
Chance-Based Games Plays simple card or board games based on chance
Avoiding Non-Welcoming Groups Stays out of a group that is verbally non-welcoming
Asking Permission Asks permission before taking/using another's things
Sportsmanship Shows good sportsmanship in games or sports
Avoiding Non-Welcoming (Nonverbal) Stays out of a group that is nonverbally non-welcoming
Skill-Based Games Plays board/card/electronic games requiring skill

Emotional Regulation & Social Etiquette Assessment

Purpose: Evaluate the child's ability to regulate emotions, manage behavior, and demonstrate appropriate social etiquette in various situations.
Scoring Scale:
5 = Excellent response, performs independently & appropriately | 4 = Proficient with minimal difficulty | 3 = Adequate response with some difficulty | 2 = Some response, needs assistance | 1 = No response or significant difficulty
Task Observation Criteria Score (1-5) Comments
Seeking Comfort Seeks comfort when hurt or upset
Separation Separates easily from caregiver
Transitions Transitions easily from one activity to another
Gratitude Responds politely when given something
Politeness Is polite when asking for something
Routine Changes Handles changes in routine without getting too upset
Disappointment Recovery Recovers quickly from a minor disappointment
Expressing Distress Uses words or gestures to express distress
Apologizing Apologizes for small, unintentional mistakes
Meeting New People Acts appropriately when introduced to new people
Asking for Help Asks for help when needed to do something
Behavior Adjustment Acts differently with people depending on familiarity
Accepting Suggestions Accepts helpful suggestions/solutions from others
Sincere Apology Apologizes with sincerity after hurting feelings
Behavior Copying Copies others' behavior when in a new situation
Compromise Will compromise in order to get along with peers
Anger Control (Disruptions) Controls anger when unexpected events disrupt plans
Time Limits Follows time limits imposed by parent/caregiver
Unintentional Harm Realizes that people may hurt others unintentionally
Social Awareness Adjusts behavior to avoid disrupting others nearby
Anger Control (Not Getting Way) Controls anger when not getting his way
Handling Criticism Controls anger when given constructive criticism

Assessment Report & IEP Development