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Language Support Resource

 

Instructions

1.

2. Enter the value 1 = "Yes" or 0 = "No" for each of the behavioural indicators listed in the Observational Profile below. Click the "Submit" button at the completion of each area. Any value above 5 for an area would suggest and area of need. Follow the link to the left of the Profile Area to appropriate Teaching Procedures for your student.

3. On completion of the profile, click the print button in your browser for future reference and comparison.

 
VOCABULARY - how often does the student:
yes/no
have difficulty recognizing examples of the words typically known by age peers?  
show a limited expressive vocabulary, recall few words?
have difficulty recalling and using synonyms
take a comparatively long time to recall or say most words?  
have difficulty recalling and using the most appropriate word, uses ‘simple’ generic words e.g. good, big, sort of, stuff  
take a long time to learn how to say new words, frequently mispronounces them  
immature vocabulary, uses ‘baby words’?  
have difficulty learning new words, needs excessive exposure to learn them?  

SENTENCE STRUCTURE - does the student frequently:
yes/no
say comparatively short sentences?  
understand comparatively short sentences only  
use and / or understand prepositions incorrectly, substitute incorrect words  
have difficulty saying comprehending relationships specified using pronouns, such as ‘it’, ‘that’, ‘which’  
make grammatical errors, say words in an incorrect order  
use speech that has immature grammar?  
have difficulty imitating, or repeating accurately sentences that were heard?  
omit key grammatical categories for example, “I go toilet”?  
use tense incorrectly, has difficulty with verb- tense agreement?

Sentence Comprehension and Production - does the student have difficulty:
yes/no
understanding simple sentences that describe one event?  
producing simple sentences that describe one event?  
understanding variations of one event sentences?  
producing variations of one event sentences?  
understanding sentences that describe two events using a subordinate clause?  
describing two events in a sentence that uses a linking word such as ‘while’ ?  
understand and / or describe two events that occur in sequence ?  
understand and / or describe more complex sentence meanings such as inclusive / exclusive relationships linked by ‘all’, ‘except’, ‘but’?  
   
Discourse comprehension and production - does the student have difficulty:
yes/no
doing what they are told, following spoken instructions in class?  
understanding stories that they hear?  
recalling, keeping track of the ideas mentioned in a story?  
using and / understanding the use of connectives such as “as well” or “however” to connect sentences.  
using and / understanding the use of pronouns and verb agreement across sentences  
 
Articulation, speech and speaking patterns - does the student frequently:
yes/no
show hesitant speech, filled with pauses or numerous ‘ums’?  
have difficulty saying some sounds e.g: ‘th’?  
speak with little fluency, say things that don’t have natural oral language fluency?  
have difficulty using stress patterns well to communicate?  
speak excessively slowly, low rate of articulation?  
show inaccurate articulation patterns, mis-pronounce many words, say sounds in the wrong order, ..especially when saying similar sounding words?  
show stutter, stammer patterns? (students demonstrating stutter patterns should immediately be referred to a speech pathologist)  
show an influence of lbote on speech?  
have difficulty making themselves understood
prefer not to talk, but communicate in other ways?
 
Using language to achieve purposes - does the student frequently:
yes/no
mis-interpret nonliteral language literally e.g pull up your socks?  
have difficulty saying what she/he will do or has done, to finish a task?  
have difficulty telling stories, providing enough information or sequencing ideas?  
use language in restricted ways, e.g., speak only when they want something, less likely to use language to express feelings?  
have difficulty understanding what other people say and mean?  
have difficulty using language in social contexts to achieve social purposes?  
have difficulty using the words most appropriate to a context, e.g., to be polite?  
initiate conversation with peers?  
have difficulty with the rules of conversation, e.g., taking turns with peers, give and take, know when to stop, or respond to social cues from the audience?
have difficulty following the thread of a conversation, e.g., goes off the topic, forgets what has just been said?
have difficulty keeping a conversation going, communicate in grunts?
talk a lot but convey little meaning?
make inappropriate assumptions about what the audience knows, is egocentric?
 
Use of language to learn - does the student have difficulty:
yes/no
learning to use new words to label unfamiliar events or items?  
having their attention directed through language?  
actually doing actions that match what they say they will do?  
converting instructions they hear into self talk for themselves?  
internalising oral language, forming subvocal patterns?  
learning in group situations, learn better in one-to-on situations?
 
Perceiving and attending to spoken information - does the student frequently:
yes/no
become inattentive or easily distracted especially when background noise is present?  
learn better when visual cues accompany auditory information?  
have more difficulty learning when two or more speakers participate in the talk?  
have difficulty recalling auditory information, ask for instructions to be repeated?  
misunderstand what is said, especially if it was said rapidly?  
use speech that has immature grammar?  
have difficulty understanding speech when it is said at a normal level?  
become frustrated when trying to learn auditory information?
seem unaware of their language difficulties and not seek clarification?