Speech, Language and Communication Progression Tool · The Speech, Language and Communication...

Speech, Language and Communication Progression Tool

Age 3Copyright owned by The Communication Trustwww.thecommunicationtrust.org.uk

Talk Boost has been developed by I CAN and The Communication Trust – leaders in the field of speech, language and communication.

It has been supported by the Every Child a Chance Trust.

Using the tool:

• Youwillneedtomakeacopyforeachchildandgathertogetherpicturesprovided

• Thistoolismostappropriateforchildrenbetweentheagesof3and4yearsofage

• Eachtoolisdividedinto6 different sectionstocoverdifferentaspectsofspeech,languageandcommunication.Youcandecidetodoallsectionsorselectedsections,dependentonyourconcerns.However,it’ssuggestedthatgoingthroughallsectionswillgivemoredetailedinformation,possiblyhighlightingareasofconcernthatmayotherwisebemissed

• Ineachsectiontherearestatementsrelatingtowhatachildshouldbeabletodoorsay,directquestionstoaskthechild,observationalitemsandguidanceforscoring.Followingtheinstructions,staffshouldtalktochildrenonaone-to-onebasisandnotedowntheirresponsesontheform

• Writteninbluearethestatementsrelatedtowhatchildrenshouldbeabletodobasedondevelopmentalnormsfortheirage.Whatyouneedtosayoraskthechildisinbold,andadditionalinformationorguidanceforstaffadministeringthetoolisinitalic

• Followingthedirectquestionsare3observationalitemsaskingstafftojudgehowthechildcommunicatesintheclassroom,tobecompletedbyamemberofstaffwhoknowsthechildandwho’sabletomakerealisticjudgementsthroughobservationsorknowledgeofthechild

• Amixtureofdirectquestionsandobservationsensuresamorebalancedandrealisticjudgementofthechild’slanguageskills

The Speech, Language and Communication Progression Tool: Age 3

Talk Boost / SLC Progression Tool

Age 3 / SLC Progression Tool /3

Scoring:• Eachanswerisgivenascoreof1,3

or5,dependentonhowmuchdetailthechildgivesorhowaccuratetheyare.Guidelinesaregiventosupportthescoring

• Althoughnotessential,it’susefultowritedownthechild’sresponsesasitcanbeagoodrecordoftheirlanguage,thoughcareshouldbetakentowritedownexactlywhatthechildsays

• Thescoresachildhasforeachsectioncanbetotalledandputontothe Score summary

• TheScore summarywillindicatewhetherachildcurrentlyhas:

- Noadditionalneedforsupport

- Theneedforatargeted interventionor

- Shouldbeseenasneedingfurther assessmentfromaspeechandlanguagetherapist,andmaywellneedspecialist support

• Thechild’sscorescanalsobeplottedontheProfile summary,whichenablestheteachertoseeataglancethechild’sareasofstrengthandneed

Seethebackgroundinformationsectionformoredetailsonthebackgroundtothistoolandhowtouseit.


4/ SLC Progression Tool / Age 3


Understanding spoken language 3Score 1

3Score 3

3Score 5

Please tick the box that corresponds to the child’s answer and give the relevant score from above

1. They should be able to follow simple instructions reasonably well Use picture 1 and ask them to do the following things:

Instructions to child,Have a look at these pictures and point to the ones I am talking about...

a. Find something we eat

b. Find something we can sit on

c. Find a boy wearing a hat

Instructions to child,Now I am going to ask you to do some funny things, listen...

d. Touch your nose and your tummy

e. Wave your hand and point to your foot

Scoring guidance: Only score correct if they get all aspects of the question right.

1 or less correct

2-3 correct 4-5 correct

Name: Date of birth: Completed by: Date:


2. They should be able to follow simple instructions including simple describing wordsUse picture 2. Have red, blue, green and yellow coloured crayons available and ask them to do the following things:

Instructions to child,I think this picture looks a bit boring; I need you to help me make it nicer. Listen carefully and do what I say...

a. Colour the ball red

b. Colour teddy’s ears blue

c. Why has the old man got a stick?

Scoring guidance:only score correct if they get all aspects of the question right. You can repeat the whole instruction if children are unsure, but be careful not to break it up.

0 correct 1 correct 2-3 correct

3. They should be able to understand questions using ‘what’, ‘who’ and ‘where’ Instructions to child,I am going to ask you some different questions, listen carefully...

1. Who lives in your house?

2. Who eats grass?

3. Where do you go to sleep?

4. Where would you see a monkey?

5. What is your favourite colour?

6. What are you sitting on?

Scoring guidance: Mark correct any of the pictures that demonstrate the above.

2 or less correct

3-4 correct 5 -6 correct

Understanding spoken language total scores


Understanding spoken language observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well

3Score 1

3Score 3

3Score 5

Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above

1. They should be able to concentrate and listen Children who find it difficult may do one or more of the following; if they’re doing all of these things often, there is cause for concern:

a. They find it difficult to concentrate or listen

b. Fidgeting

c. Not looking at who is talking

a. Poor attention – “flitting” from task to task without concentration or completion

d. They avoid the role play area

Children age 3 will find it difficult to sit still and concentrate for long periods of time, but should manage for short periods in groups and longer on one to one.

Often Sometimes Rarely

2. They should be able to understand instructions Children who struggle to understand may do one or more of the following; if they’re doing all of these things often, there is cause for concern:

a. They can’t follow long sentences

b. They watch other children so they can work out what to do or are the last to follow instructions

c. Being unaware of what is happening / looking lost

d. They can focus on nonverbal tasks for much longer than verbal – suggests language difficulties

Children age 3 should be able to follow most instructions in an early years setting.



3. They should be able to answer questions appropriately

If struggling, their answers may be:

a. Irrelevant

b. An ‘echo’ or repeat of part of the question

c. Answering a slightly different related question

d. Non existent

These are just some examples of difficulties in understanding. Children who find it difficult may do 1 or more of these things or show difficulties in other ways. If they’re doing all of these things often there’s cause for concern.


Understanding spoken language observation scores


Understanding and using vocabulary 3Score 1

3Score 3

3Score 5


1. They should be able to understand a range of simple words related to colour, space, size, quantity and emotions

Use picture 3.

Instructions to child,Have a look at these pictures. Now, point to the picture I am talking about:

a. Which one is blue?

b. Which one is in?

c. Which one is under?

d. Find a big pig

e. Who is sad?

f. Find two

2 or less correct


2. They should be able to understand a range of simple verbs

Use picture 4.

Instructions to child, I want you to find different things people are doing – look carefully at the pictures(picture 4).Now, point to the things I talk about...

a. Who is crawling?

b. Who is falling?

c. Who is climbing?

d. Who is lying down?

e. Who is blowing?

1 correct 2 correct 3-4 correct


3. They should be able to name a range of simple words

Use picture 5.

Instructions to child,Have a look at the pictures and tell me what each one is... I’m going to write down what you tell me so I don’t forget.

Write down what they say and make a note of the words they know and don’t know.

Scoring guidance: Mark correct when they can say what the picture is – how they pronounce words for this question doesn’t matter; they’re correct even if they mispronounce words.

Fork (ask, What is he doing?)

Licking

Cakes

Knife Cabbage Orange

Glass Carrots Potatoes

Banana Chips Toast

Egg Mug Peas

Did they spot the pictures that are the same?

less than 5 correct


Understanding and using vocabulary total scores


Understanding and using vocabulary observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well

3Score 1

3Score 3

3Score 5


1. They should be able to pick up new words quickly and easily

Does it seem to take a long time for them to learn new words in their talking and understanding?

Children age 3 should be able to pick up new words quickly and easily.


2. They should know the words for things within their experience

Do they struggle knowing words for things? For example, do they:

a. Not have as many words as children of their age

b. Over use general words – ‘thingy’, ‘that’, ‘it’, ‘going’

c. Use lots of fillers or hesitate a lot – ‘um’, ‘er’, ‘um’, ‘y’know’, ‘like’

Children age 3 will do some of these things some of the time but doing all of them all of the time might indicate a difficulty.


3. They should usually use the correct words for things that are very familiar to them

Do they use made up words or the wrong words? For example, do they:

a. Use the wrong words for things, e.g. ‘dog’ instead of ‘cat’

b. Use made up words, e.g. ‘buzzy bug’

Children age 3 will do both of these things some of the time but doing both of them all of the time might indicate a difficulty.


Understanding and using vocabulary observation scores


Sentences 3Score 1

3Score 3

3Score 5


1. They should be able to speak in longer sentences joining 4 or 5 words together, e.g. me a big girl now

Use picture 6.

Instructions to child,Have a look at the pictures and tell me all about what you see in each picture.Give them an example if they’re struggling, though don’t score the example.

Write down what they say here...

1.

2.

3.

4.

5.

6.

Scoring guidance: Mark correct if they say a sentence with 4 or 5 words in it – don’t worry if it is not exactly correct or as an adult would say it.

2 or less correct



2. They should be able to use different descriptive words in sentences

Instructions to child,Have a look at the pictures. Now listen to the questions carefully...

Use picture 3. Point to each picture as you ask the question.

1. What is this?(a blue cup)

2. Point to the pig and say... What is this? (a big pig)

3. Where are the mice hiding? (under the chair)

4. Where is the little boy? (in the shed)

5. What is the boy doing? (he is sad / he is crying)

Scoring guidance: Mark correct if they use words to describe the objects in the pictures in phrases or sentences. See examples above for each picture. Do not score correct if their answer is just one word, give an example or prompt if they are struggling, but do not score these as correct.

1 or less correct


3. They should be able to tell you about something that happened in the past

Instructions to child,Can you tell me what you did this morning?

You could ask,What games did you play? Who did you play with?

Scoring guidance:Can they describe what they did in a sentence using 4 or 5 words or more e.g. responses scoring full marks – play outside on bikes/I play in the home corner/with sand and water and dinosaurs

Unclear

Difficult to follow

Inaccurate

Main points reasonably clear and easy to follow

Accurate

Clear

Easy to follow

Sentences total scores


Sentences observations Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well

3Score 1

3Score 3

3Score 5


1. They should be able to talk in sentences Do they speak using mainly single words?


2. They should be able to talk about things that have happened in the past as well as the present

Do they mainly in the here and now?


3. They should be able to get their message across using words and sentences, not rely on pointing or gestures

Do they use lots of gestures, pointing, noises and physical movements (e.g. taking you to things) to get their messages across?


Sentences observation scores


Storytelling and narrative 3Score 1

3Score 3

3Score 5


1. They should be able to explain a simple picture sequence

Use picture 7.

Cut up the pictures into squares and get the child to place them in the right order. Once they have done this, get them to explain how to make a sandwich.

Instructions to child, Have a look at the pictures – they are all muddled up. Can you put them in the right order?Allow some time for them to do this.Now, the pictures are showing how to make a sandwich – can you explain how you would make a sandwich?

You would expect a short sentence for each picture that links together, e.g.First get the bread, put butter on, then...

If possible write down what they say here:

Scoring guidance: Score 1if they are unable to put the sequence in broadly the right order and/or if they can’t offer any explanation.

Score 3if they can put 3 of the pictures in the right order and can say generally how to make a sandwich.

Score 5If at least 4 pictures are in the right order and they can explain in sentences of at least 2 words what is happening in each picture so that it follows in the right order of events. One or two mistakes are allowed, e.g. putting butter on after filling. They will be able to say that the pictures show someone making a sandwich.

Unclear

Difficult to follow

Inaccurate

Main points, reasonably clear and easy to follow

Accurate

Clear

Easy to follow


2. They should be able to tell a very simple story

Use picture 8 and do the same task as before. Get them to place the pictures in the right order and explain the story.

If possible write down what they say here:

Score 1if they are unable to put the sequence in broadly the right order and/or tell the story.

Score 3if they can put 3 of the pictures in the right order and can give you 3 key points in the story.

Score 5if at least four pictures are in the right order and the story has a beginning, middle and end.

Unclear

Difficult to follow

Inaccurate


Accurate

Clear

Easy to follow

3. They should be able to explain a common sequence of events

Instructions to child, Can you tell me what you do in the morning before you come to school?Example response: Get up and get dressed, have breakfast and come to school.

If possible, write down what they say here:

Score 1 if they struggle to think of anything.

Score 3 if they can tell you at least two things they do before they come to school for example, I get dressed and have my breakfast.

Score 5 if they are able to give you information about more than 2 things or 2 things with a bit more detail they do before they come to school, for example, I get dressed, have breakfast and come to school.

Unclear

Difficult to follow

Inaccurate


Accurate

Clear

Easy to follow

Storytelling and narrative total scores


Storytelling and narrative observations

Are they struggling? From your knowledge and/or observations in class, only complete if you know the child well

3Score 1

3Score 3

3Score 5


1. They should be able to make themselves understood Are they difficult to understand when they are talking about things that have happened to them?

There will be times when children age 3 will find it difficult to organise their talking or will lose track, but if they do it all the time and are regularly difficult to follow, there may be cause for concern.


2. They should be able to explain simply what they are talking about Do they always talk about things in a way that you don’t know what they are talking about?

There will be times when children age 3 will begin talking without you knowing the context. They should be able to give you some extra information when you ask or if you give a gentle reminder.


3. They should be reasonably organised when they are explaining very simple and familiar events

Are stories and narratives disorganised or difficult to follow?

There will be times when children age 3 will find it difficult to organise their stories or will lose track, especially with complicated or new information, but if they do it all the time and are regularly difficult to follow, there may be cause for concern.


Storytelling and narrative observation scores


Speech 3Score 1

3Score 3

3Score 5


1. Their speech should be clear most of the time Do they have clear speech – can you understand what they say to you?

No Some of the time

Most of the time

2. Their speech should be fluent most of the time Do they have a stammer or avoid speaking in a number of situations?

No Some of the time

Most of the time

3. 3. Most speech sounds will be accurate most of the time, though they will still have immaturities Do they do any of the following?

Miss the ends of words completely

Always Sometimes Rarely

Say ‘t’ instead of ‘c’ most of the time – e.g. ‘tup of tea’


Not use ‘s’ at the beginnings of words – e.g. saying ‘tun’ instead of ‘sun’


Always

Tick if they do all 4 things most of the time

Sometimes

Tick if they do some of the things some of the time

Rarely

Tick if they rarely do these things

Speech total scores


Speech observations


3Score 1

3Score 3

3Score 5


1. Their speech should be clear to people who know them well for most of the time Is their speech unclear?


2. Their speech should be fluent most of the time Do they have a stammer or stutter?

a. Do they lengthen some sounds, repeat sounds or parts of words or get stuck so that little or no sound comes out?

b. Do they avoid talking in lots of situations?


3. They should be able to recognise simple rhymes Do they struggle to recognise rhythms and rhymes, so have difficulty joining in with songs or completing a simple well known nursery rhyme?


Speech observation total scores


Social interaction 3Score 1

3Score 3

3Score 5


1. They should be able to have a conversation, though can be distractible and don’t always stick to topic. Do they get involved with conversation with you, either by answering your questions or offering information about themselves?

Children should be able to recognise how other people feel and will try to do something about it e.g. ‘Ah, Josie sad. She need a hug.’

No – they have been quiet throughout

Partially – they have talked a little

Yes – they have been chatty

2. They should be able to take part in make-believe and imaginative play with others

Instructions to child,I’m interested in what games you like to play. What kind of games do you like to play...? Who do you play with...?

Scoring guidance

Do they give examples of play and can they explain how to play the games they like?

An example of a response scoring 1–Play football

An example of a response scoring 3–Play cars with Jack brrrrm

An example of a response scoring 5– Playing horses babies with my friend Cara – I be mummy and her a baby.

No Partially Yes

3. They should be able to recognise how other people are feeling

Show children the picture (use picture 9) and ask: How do you think he is feeling? Give a prompt if they are unsure, for example... Is he feeling happy? (for the sad picture).

Social interaction total scores


Social interaction observations


3Score 1

3Score 3

3Score 5


1. They should be able to understand the rules of conversation Do they do any of the following?

a. Do they have unusual eye contact?

b. Do they struggle to listen or take turns, interrupting more than usual, not knowing how to join in or taking over conversations?

c. Do they struggle to understand feelings and facial expressions of others?


2. They should be able to talk and listen with other children Do they do any of the following?

a. Do they struggle to join in with group conversations, games and activities?

b. Do they not notice what others are doing or not pick up clues about how they’re feeling?

c. Do other children find them difficult because they can take over or get things wrong, or disrupt games?


3. They should be able to join in with other children and be part of a group Are they isolated from other children?

a. Do they struggle or make no attempt to join in?

b. Do other children find their behaviour difficult or challenging?


Social interaction observation scores


Therearetwoelementstoeachsection;the second element is optional:

1. Questions • Askthequestionsasdirectedandif

possiblewritedownthechild’sresponseasaccuratelyaspossible

• Usetheexamplesandguidancegiventohelptodeterminewhethertheyscore1,3or5andputatickintheappropriatecolumn

• Althoughexamplesaregiven,itisimpossibletogiveeveryresponseachildmightmake.Itisusefulthereforetohavealookatwhattheyareexpectedtobeabletodo:thisisthestatementinblue.Usethis,theguidanceandtheexampletohelpyouscoretheanswers

• Rememberthatallchildrenofthisageshouldhaveat leastthislevelofabilityiftheyareatageappropriatelevels

• Attheend,adduphowmanypointsthechildgetsandputthatnumberintheTotal scoresboxineachsection

2. Observations (optional)• Thisshouldbecompletedonlyifyou

knowthechild–oryoucouldasksomeonewhoknowsthechildinordertocompleteit

• Makeadecision,asdirected,astowhetherthechildshowsthebehaviourslistedoften,sometimesorrarely

• AddupthescorestogiveTotal observation scoresforeachsection

• Thissectionisparticularlyusefultomakesureyougetmoreinformationthanjustfromthequestionsabove

Scoring



Score summary Takethetotalscoresfromeachsectionandputinthetablebelow.

Lookatthetest scores on the tabletodeterminewhetherchildrenarereachingtypicallevelsforlanguagedevelopment,orwhethertheyneedtargetedorspecialistsupport.Itmaybethattherearesomeareasoflanguagewherechildrenneedadditionalsupport,eventhoughotherareasarefine.Theobservationscorescanbeusedtosupplementtheotherscores,ratherthanbeusedontheirown.Wewouldexpectquestionandobservationscorestobebroadlysimilar.However:

• Ifobservationscoresaremuch worse than question scores:

- Itcouldbethatthechildhasrelatively

goodlanguageskills,butdoesn’thavetheconfidencetousethemintheclassroom

- Itcouldbethattheyhavesome

functionallanguagedifficultieswhichwillneedfurtherinvestigation.Sotheymaydowellinstructured,moreformalsituations,butfinditdifficulttoputtheseskillsintopractice

• Ifobservationscoresaremuch better than question scores:

- Itcouldbethatthechildhasdifficulties

withlanguage,buthasagoodrangeofstrategiestheyusetoovercometheseintheclassroom,thushidingtheirunderlyingdifficulties


Score summary


Name: Date of birth: Completed by: Date:

Total test score Observations Questions

Often Sometimes Rarely Specialist support/assessment

Targeted support needed

Universal good practice needed

1. Understandingspokenlanguage 3 4-12 13-15

2. Understandingandusingvocabulary

3 4-12 13-15

3. Sentences 3 4-12 13-15

4. Storytellingandnarrative

3 4-12 13-15

5. Speech 3 4-12 13-15

6. Socialinteraction 3 4-12 13-15


• Childrenfallingcompletelyintheredcolumnshouldbeseenasneedingfurther assessmentandmaywellneedspecialist support

• Childrenfallingcompletelyinthegreencolumnshouldbeseenascurrentlyneedingno additional support,butuniversalgoodpracticetosupportlanguageandcommunication.It’sgoodpracticetocontinuemonitoringchildren,asdifficultieswithlanguagemaynotalwaysbeapparent.Iftherearespecificconcernsaboutchildrenfallinginthiscategory,afurtherassessmentmaybeneededorspecialistadvicesought.

• Childrenwithdifficulties(red)solelyinsection5,speech,mayneedfurtherassessmentfromaspeechandlanguagetherapist

• Childrenwithdifficulties(red)solelyinsection6,socialinteraction,mayalsoneedfurtherassessment

• Childrenwithmixedprofiles,e.g.withdifficulties and strengths in different areas, should be seen as needing additional assessment and/or support

• Childrenwithdifficulties(mainlyamber)in all areas would benefit from a wave 2 intervention, such as Talk Boost. This will support the children to catch up who have the potential to do so and help identify more clearly those children who may have longer term needs.

Next stepsItcanbeusefultoplotthechild’sresultsontotheProfile summaryoverleaf.Thisenablesyoutoseeataglancewheretheirareasofstrengthandneedlie.Forchildrenwhofallintothemiddlesectioninparticular,Talk Boostcanbeusedtosupporttheirlanguageandcommunicationdevelopment.

Interpreting the results



Name: Date of birth: Age: Gender Ethnicity: Completed by: Date:

15

13

11

9

7

5

3

Questions Observations Questions Observations Questions Observations Questions Observations Questions Observations Questions Observations

Score Understanding Vocabulary Sentences Narrative Speech Social

Profile summary



Next steps


Discuss with parent3

Further assessment 3

Advice from specialist 3

Immediate universal strategies 3

Intervention options

Speech(Section5)

Speechandlanguagetherapist

Language(Sections1-4)

Inschool

Communication(Section6)

Externalspecialistteacher

All Educationalpsychologist

Other Consultancy

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Speech, Language and Communication Progression Tool · The Speech, Language and Communication...

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