Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ

Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
Speech Language PRAGMATIC Assessment Report Bipolar Emotional Disturbance DNQ
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Hello! You have found your Speech and Language Assessment Report Fairy Godmother! (insert that gif of the guy throwing glitter)

Here is a report I wrote (6/2018) for a kiddo who is in 3rd grade, and had a COMPLEX mental health history, history of destructive and aggressive behaviors in class and at home, and a child who was hospitalized involuntarily (5150) 2x in one school year, for 20+ days at a time.

This child was diagnosed with bipolar, oppositional defiance disorder, and ADHD. Guardian was angry with school district for not being able to “handle him”. At his initial psycho-ed eval, he was non compliant to participate in any testing, and eligibility resulted from observations and information provided by teacher and parent (he was also non-compliant to test with the OT). This template would be good to use for a kid with a complex mental health diagnosis, with difficult behaviors that are not the result of a pragmatic language impairment.

Also, guess who’s the Speech Ninja? aka the ONLY district employee able to get this kiddo to take a standardized assessment? It’s ME. I bribed him with Takis, and he completed the OWLS-2 Expressive)

I met Josh in the middle of the school year after he was enrolled in my school Emotional Disturbance ED- SDC. Guardian was convinced this kid has a pragmatic impairment secondary to Autism. Guardian put in writing – from her attorneys office- that she wanted a speech/language assessment because the school district failed to recognize and identify his pragmatic language impairment, and that all of his behavioral records should be expunged as they were a result of this undiagnosed and treated impairment.

At the meeting, there was a court appointed advocate representing the child, as well as guardian and her attorney, the school site IEP team members, and a special-ed district admin (12 adults).

My assessment report was written using legally defensible language, and includes the following:


Background: reason for referral (questions taken straight from the signed AP)

Summary of mental health history

Summary of District Nurses report from Psycho-ed Eval

Summary of Psycho-ed eval and eligibility

Summary of discipline documented in student’s records

Information from guardian, current teacher and previous teacher related to pragmatics

3 separate classroom observations described in detail

OWLS-2 Expressive results and discussion.

Language sample discussion

Summary and conclusion of DNQ using legally defensible language.

Appendix including OWLS-2, CELF-5 description and test scores, 78 utterance language sample (worth reading- non censored LOL)


I hope you find these useful and helpful :)

This in WORD DOC (Windows 10) and completely editable.


TERMS OF USE: DO NOT USE THIS TO PLAGIARIZE. This are meant to be used as a guide to help you interpret scores and make recommendations. It's OK to use specific wording, but it's not OK to copy verbatim. Each child will present differently, and it is against ASHA's code of ethics and federal law to plagiarize reports.

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11 pages
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