Pragmatics Social Language Rating Scale



Procedures for use of Pragmatic Social Language Rating ScaleThe Pragmatic Social Language Rating Scale is only to be used as a guide when making eligibility decisions regarding pragmatic language disorders. No particular score makes a student eligible or not eligible. Use all the information you have gathered during your comprehensive assessment of the student to complete the rating scale, including MTSS data, input from parents/teachers/student, observations, standardized testing, and research-based alternative assessments.Write Student name, SLP name, and date at the top of the form.Circle the score for the most appropriate description for each category: Normative Assessment of Pragmatics Social Language (Standardized): If the student is not able to complete a standardized measure, do not rate this section. Refer to the Speech and Language Handbook in the Pragmatics section of Exceptional Educational Procedures K-12 for suggested standardized measures. Observational Assessment of Pragmatics Social Language (Descriptive) Refer to the Speech and Language Handbook in the Pragmatics section of Exceptional Educational Procedures K-12 for examples in each area being rated.Adverse Effect on Educational Performance/Social Language.Determine whether to score the Comprehensive Assessment (includes the standardized testing score) or Observational Assessment Only Rating Scale (no standardized testing score).Compute the total score by adding up the points.Circle the total number score on the appropriate rating scale to determine overall rating.The indication that the student presents with no impairment, mild impairment, moderate impairment or severe impairment can guide you when discussing eligibility, to use as a formative assessment tool, and as a guide for the development of IEP goals.Final determination of eligibility is made by the IEP team. 24193501402715BLANK020000BLANKSOCIAL LANGUAGE RATING SCALESTUDENT:_______________________________ SLP:___________________________________DATE:__________________Normative Assessmentof Pragmatics SocialLanguage:Comprehensive, standardizedmeasure(s) and scoresSCORE = 11 standard deviation fromthe meanfor example:Standard Score (SS) = 77when the mean is 100 andthe standard deviation is 15SCORE = 2>1.0 ‐ 1.5 standard deviationsfrom the meanfor example:Standard Score (SS) =84‐78 when the mean is 100 andthe standard deviation is 15SCORE = 3>1.5 – 2.0 standard deviationsfrom the meanfor example:Standard Score (SS) = 77‐70when the mean is 100 and thestandard deviation is 15SCORE = 4>2.0 standard deviations fromthe meanfor example:Standard Score (SS) = 69 orbelow when the mean is 100 andthe standard deviation is 15ObservationalAssessment ofPragmatics SocialLanguage:Check descriptive tool used:?Pragmatics SocialLanguage/Communication sample? Checklist(s)?Observations?Other _______________Refer to the Speech and Language Handbook in the Pragmatics section of Exceptional Educational Procedures K-12 for examples in each area being rated1Pragmatics social languageskills are judged as average relative to expectations when compared to same age peers.2At least one of the following areas is deficient? Social Interaction ?Social Communication?Verbal/Academic Communication ?Non‐Verbal Communication? Perspective Taking Other ______________3At least two of the following are deficient? Social Interaction ? Social Communication?Verbal/Academic Communication ?Non‐Verbal Communication? Perspective Taking Other ______________4At least three of the following are deficient:? Social Interaction ?Social Communication?Verbal/Academic Communication ?Non‐Verbal Communication? Perspective Taking Other ______________Adverse Effect onEducationalPerformance/SocialLanguage:1Pragmatic social languageskills are adequate for thestudent’s participation in educational settings.Educational Settings mayinclude: playground,lunchroom, vocational,community, etc.4Pragmatic social languageskills are developing and canbe addressed in the educational settings.Educational Settings mayinclude: playground,lunchroom, vocational,community, etc.6Pragmatic social language skills frequently affect thestudent’s ability to participate in educational settings.Educational Settings mayinclude: playground,lunchroom, vocational,community, etc.8Pragmatic social language skills consistently affect the student’s ability to participate in educationalsettings. Educational Settings may include: playground, lunchroom,vocational, community, etc.1. The Pragmatics Social Language Scale is only to be used as a guide when making eligibility decisions regarding pragmatic language disorders. No particular score makes a student eligible or not eligible. The IEP team must review the entire assessment when determining eligibility. 2. Circle the score for the most appropriate description for each category: Normative (Standardized), and/or Observational (Descriptive), Pragmatics Social Language and Adverse Effects.3. Compute the total score.4. Circle below to determine the Overall RatingNote: Final determination of eligibility is made by the IEP PREHENSIVE PRAGMATICS SOCIAL LANGUAGE SCALE TOTAL SCORE:Normative (Standardized), Observational (Descriptive), Adverse Effect________3_______ / 4 5 6 7 8 / 9 10 11 12 / 13 14 15 16 ____ No Impairment Mild Moderate Severe Rating = 1 Rating = 2 Rating = 3 Rating = 4OBSERVATIONAL ONLY PRAGMATICS SOCIAL LANGUAGE ASSESSMENT TOTAL SCORE: Observational Assessment (Descriptive), Adverse Effect________2___________ / 3 4 5 6 / 7 8 9 / 10 11 12 _____ No Impairment Mild Moderate Severe Rating = 1 Rating = 2 Rating = 3 Rating = 4 ................
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