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    Oral Language Evaluation Sheet

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    This document presents an oral language evaluation sheet that includes nine sections to analyze the different components of a patient's oral language. The sheet evaluates phonetic, morphological, semantic, pragmatic and narrative aspects of the patient. The objective is to make a diagnosis of possible alterations in the patient's oral language.

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    Oral Language Evaluation Sheet

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    14 views4 pages
    This document presents an oral language evaluation sheet that includes nine sections to analyze the different components of a patient's oral language. The sheet evaluates phonetic, morphological, semantic, pragmatic and narrative aspects of the patient. The objective is to make a diagnosis of possible alterations in the patient's oral language.

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    This document presents an oral language evaluation sheet that includes nine sections to analyze the different components of a patient's oral language. The sheet evaluates phonetic, morphological, semantic, pragmatic and narrative aspects of the patient. The objective is to make a diagnosis of possible alterations in the patient's oral language.

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    This document presents an oral language evaluation sheet that includes nine sections to analyze the different components of a patient's oral language. The sheet evaluates phonetic, morphological, semantic, pragmatic and narrative aspects of the patient. The objective is to make a diagnosis of possible alterations in the patient's oral language.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    14 views4 pages

    Oral Language Evaluation Sheet

    Uploaded by

    ScribdTranslations
    This document presents an oral language evaluation sheet that includes nine sections to analyze the different components of a patient's oral language. The sheet evaluates phonetic, morphological, semantic, pragmatic and narrative aspects of the patient. The objective is to make a diagnosis of possible alterations in the patient's oral language.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    UNIVERSITY SANTO TOMAS

    Special Education
    Diagnosis of oral language disorders – Professor: Mabel Aravena Andia

    ORAL LANGUAGE EVALUATION SHEET


    Name: ________________________________________________________________________

    Date of Birth: ___________________________ Age : ___________________________

    Course: ____________________________ Evaluation Date:


    ______________________

    1. PHONOARTICULATORY ORGANS:

    Face: ______ Bone symmetry ______ Musculature ______ Expressiveness

    Nostrils: Appearance: _____ Normal _____ Large _____ Small ____Asymmetrical


    Permeability: ____ Normal ______Altered
    Lips: Superior: ______Normal ______Short ______Fissured
    Lower: ______Normal ______Everted
    Lip tone: ______Normal ______Flaccid
    Lip contact: ______Present ______Absent
    Language: Size: ______Normal ______Macroglossia ______ Microglossia
    Tonicity: ______Normal ______Insufficient ______ Exaggerated
    Bridle: ______Normal ______Short ______Functional short
    Palate: Hard: ______Normal ______Ogival ______Fissured

    Uvula: ______Normal______Short ______ Bifid ______Absent


    Tonsils: ______Normal______Hypertrophic______Absent
    Bite: ______Normal______Altered (cover, bis a bis, inverted, open)
    Dental Implantation: ______Normal ______Altered

    2. OROFACIAL PRAXIAS.

    Maxillae:___ Protrusion ___ Retrusion ___ Lateralization ___ Opening ___ Closing

    Lipstick: ___ Protrusion ___ Retrusion ___ Lateralization ___ Clicking ___ Vibration

    Lingual:___ Elevation ___ Alveolus ___ Clicking ___ Lateralization ___ Vibration
    ___ Coordination ___ Accuracy ___ Strength ___ Reach ___
    Cheeks: ___ Inflate ___ Deflate

    3. PRELINGUISTIC FUNCTIONS.

    Breathing: Mode: ___ Nasal ___ Mixed ___ Buccal


    Type: ___ Suitable ___ High costal ___ Costodiaphragmatic ___ Abdominal
    Blow: ___ Direction ___ Force ___ Scope

    Mastication : ___ Normal ___ Bilateral Preference


    ___ Left unilateral preference
    ___ Unilateral preference right.

    Swallowing: ___ Normal ___ Atypical


    ___ Compensatory Movements
    ___ Lingual Interposition
    ___ Lip Suction
    ___ Waste in Lobby
    UNIVERSITY SANTO TOMAS
    Special Education
    Diagnosis of oral language disorders – Professor: Mabel Aravena Andia

    4. HEARING.

    Hearing Acuity: _______ Functional_______ Not functional


    Auditory Discrimination: _______ Non-verbal _______ Phonemics

    5. VOICE.

    Intensity: _______ Normal _______ Strong _______ Weak


    Tone: _______ Normal _______ Sharp _______ Serious _______ Bitonal
    Resonance: _______ Normal _______ Hypernasal _______ Hyponasal

    6. SPEAKS.

    Phonetic Repertoire _______ Complete


    _______ Articulatory inconsistency
    _______ Dyslalias: ___________________________________________
    _______ I mumble
    _______ Bradilalia _______ Taquilalia
    _______ Disfluency _______ Tonic _______ Clonic _______ Tonic-Clonic

    7. LANGUAGE.
    PHONOLOGICAL LEVEL :

     Expressive:
    - Vowel diphones : au ai ei eu ia ie io iu oi ua ue ui uo
    - Consonant diphones: pl fl kl bl gl tl pr fr kr tr br gr dr
    - Metrics : __ Disyllables __ Trisyllables __
    Polysyllables
    - Trabantes :__ Good production __ Omit __ Replaces

     Comprehensive:
    - Non-verbal auditory discrimination :__Identifies sound source
    __Identifies location of the sound source
    - Auditory verbal discrimination : __ Auditory discrimination of phonemes
    __ Auditory word discrimination
    - Auditory Memory : __ Good __ Regular __ Bad

    SEMANTIC LEVEL :

     Expressive :
    - Spontaneous vocabulary: __ Adequate __ Poor

    - Denomination: __ Parts of the body __ Animals __ Objects (3.0 years)


    __ Actions __ Clothing
    __ Toiletries
    __ Colors (3.6 years)
    __ Fruits vegetables (4.0 years)
    __ School Supplies __ Means of transport
    __ Geometric figures

    - Lexical fluency: (at least 2 elements)


    Body parts ___________________________________
    Animals _________________________________________
    Clothing ___________________________________
    Cleaning supplies ______________________________________
    Fruit ____________________________________________
    UNIVERSITY SANTO TOMAS
    Special Education
    Diagnosis of oral language disorders – Professor: Mabel Aravena Andia

    Vegetables __________________________________________
    School Supplies _____________________________________
    Means of transport _________________________________

    - Identification by use: What do we use it for?


    Broom : ____________________________________________
    Bed : ____________________________________________
    Comb : ____________________________________________
    Pencil : ____________________________________________

    - Definitions : __ Does not define


    __ By function (3.0 years)
    __ By description and/or function (4.0 years)
    __ By categorization and description and/or function (5.0 years)

     Comprehensive

    - Passive vocabulary : __ Adequate __ Poor

    - Categorization:
    - Body Parts: __ Eyes __ Shoes __ Arm
    - Animals: __ Pencil __ Dog __ Lion
    - School supplies: __ Rubber __ Notebook __ Vest
    - Fruit : __ Banana __ Meat __ Orange

    Lexicological relations:
    - Verbal similarities: How are they similar?
    - chair – armchair ____________________________________________
    - fork spoon ________________________________________
    - knife – scissors _______________________________________
    - pear – banana ___________________________________________

    - Analogies: Complete the sentences


    - The elephant is big. The mouse is ______________
    - Socks are put on the feet. Gloves are put on ______________
    - The sun rises during the day. The moon rises from ______________
    - The pencil is for writing. Rubber is used to ________________

    MORPHOSYNTACTIC LEVEL:

     Expressive

    Length of statements: ______Holophrase


    ______Grammar Pivot
    ______Simple (a+s) (a+s+adj)
    ______M. complex (a+s+v) (a+s+v+CD)
    ______Complex (a+s+v+CD/CI/CC/clause)

    It presents alterations of: ______ Agreement (Gº - Nº - Verbs)


    Omission ______ (prep. – Adv – Art)
    Others _____________________________________

    Grammatical Elements: __ Articles __ Gender __ Number __ Adjectives


    __ Prepositions __ Pronouns __ Verb tenses

     Comprehensive

    - Headers:
    What____ Who ____ When ____ Where ____ Which____ With whom ____ Why ____

    - Answer questions: __ Personal __ Open __ Closed


    - Obeys orders: __ Simple __ Complex
    UNIVERSITY SANTO TOMAS
    Special Education
    Diagnosis of oral language disorders – Professor: Mabel Aravena Andia

    - General understanding during the evaluation: __ Good __ Poor

    PRAGMATICS:

    Communicative Intentions: Presents _____________ Absent ______________


    Communication Mode: Verbal _____________ Gestural ______________
    Topic Management: Appropriate _____________ Inappropriate ____________
    Taking Turns: Appropriate _____________ Inappropriate ____________
    Non-Verbal Aspects: Eye Contact _______________________________
    Posture ______________________________________
    Attention/Concentration _________________________
    Memory _____________________________________
    NARRATIVE SPEECH:

    Categories:
    Framework or scenario
    _____ Character and his attributes.
    _____ Space and time.
    _____ Initial problem or event that generates the story.

    Episode(s)
    _____ Goal or objective that drives the character.
    _____ Actions you take to achieve the goal.
    _____ Obstacles that hinder achievements.
    _____ Results or consequences of obstacles.

    Final
    _____ Absent
    _____ Abrupt
    _____ Complete

    Content organization:
    _____ Local coherence
    _____ Global coherence

    Stadium:
    _____ Enumerative grouping (between 2 and 3 years).
    _____ Sequence of actions around a character (at 3 years old).
    _____ Primitive narratives (from 4 years to 4 years 6 months).
    _____ Narrative chains or narratives with incomplete episodes (from 4 years and 6 months
    up to 5 years).
    _____ True narratives (from 5 years to 7 years).

    8. OBSERVATIONS.
    _________________________________________________________________________________

    _________________________________________________________________________________

    _________________________________________________________________________________

    9. DIAGNOSTIC HYPOTHESIS.
    _________________________________________________________________________________

    _________________________________________________________________________________

    _________________________________________________________________________________

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