speech pathology report writing

• West Coast University Libraries
• Research Guides
• Find Materials

Speech-Language Pathology

• Get Started

Research Basics

Reference materials.

• Articles, Databases & Journals
• Evidence-Based Practice
• Interprofessional Education & Practice
• Speech & Language Disorders in Children
• Speech, Language & Cognition in Adults
• Swallowing Disorders
• Grammarly & Tutor.com

Have a Question?

Check out our  Research Basics   guide. Sections include:

• Selecting a Topic
• Search Tips
• Evaluating Resources
• Citing Sources

Check out our  APA Help  guide. Sections include: 

• Basic Formatting
• In-Text Citations
• Reference Citations
• Reference Page
• Sample APA-style Paper

• << Previous: Get Started
• Next: Articles, Databases & Journals >>
• Last Updated: Dec 18, 2023 4:01 PM
• URL: https://guides.westcoastuniversity.edu/slp

Terms of Use  |  Privacy Policy  |  Legal Notice  |  Federal Disclosures  |  State Disclosures  |  Title IX |  Accreditation

Student Consumer Information | BPPE Annual Report & Performance Fact Sheets | BPPE Website | Catalog | Careers With Us

West Coast University © 2024 All Rights Reserved

Creating Context for Understanding: Accessible Report Writing Across Practice Settings and Populations

This workshop was delivered at the Speech Pathology Australia National Conference, 2021. The workshop was attended by over 100 Speech and Language Pathologists. Additional conference delegates were able to access the workshop recording for a limited time as part of their conference registration.

Presenters: Harmony Turnbull, Cathy Olsson, Amy Fitzpatrick.

The presenters have agreed to share the workshop slides and resources here to support ongoing learning and reflection on report writing in Speech Pathology practice contexts. Please do not copy or reproduce these materials without permission.

During the workshop delegates had the opportunity to apply their new knowledge and skills in small groups. The activities are provided here for speech pathologists to use for their personal learning as individuals or with colleagues. Please do not copy or distribute these resources without permission.

Thanks to those who attended the workshops and watched the recording. We enjoyed the valuable discussions and reflections as well as follow-up messages. Let us know if you have any questions or comments about this content and feel free to share your report writing reflections in the comments below or contact me directly.

Related Posts

Promoting patient empowerment through access to information, survey about reading allied health reports, 12 weeks to publication not a problem, about the author.

Harmony Turnbull

I’m a speech language pathologist with over 15 years experience working with people with lifelong disability. I now work in the Department of Education, Tasmania and I am a PhD candidate at The University of Technology Sydney (UTS). You can find me on Twitter sharing and learning with the handle @SP_Harmony and LinkedIn.

Is there still a recording that can be accessed? I would love to complete this course myself!

Hi Kate! Unfortunately I don’t think the recording would still be available. Hopefully we will be able to run another one some day!

Your email address will not be published. Required fields are marked *

Diagnostic Report Writing In Speech-Language Pathology: A Guide to Effective Communication

Request a faculty copy:

Ebook available:, book description.

• Speech sound production
• Oral peripheral examinations
• Issues of law, fairness, and ethics
• Critical information for the approval of services and third-party reimbursement
• Common report writing errors to avoid
• Images and tables to illustrate the process of documenting a speech and language evaluation

Professional Writing in Speech-Language Pathology and Audiology.

Third Edition

Robert Goldfarb, Yula C. Serpanos

Details: 397 pages, B&W, Softcover, 8.5" x 11"

ISBN13: 978-1-63550-013-4

© 2020 | Available

Related Titles

Professional Writing in Speech-Language Pathology and Audiology, Third Edition  is an excellent resource for students of communication sciences and disorders. It is often used as a textbook for courses in professional writing, clinical methods, and professional issues. Throughout the text, the authors use anecdotal material, self-help questions, and humor to illustrate that learning to be a better professional writer does not require drudgery.

The authors cover a spectrum of subjects related to professional writing, including:

• rules of writing
• evidence-based writing
• ethics of professional writing
• citing references
• use and abuse of the Internet
• writing for oral presentations
• writing diagnostic reports
• writing clinical reports
• writing for professional advancement

The third edition is responsive to requests from instructors to provide more examples from communication sciences and disorders and increase the amount of practice material. The authors have added content in grammar and rules of writing and increased the number of practice questions and writing exercises in all chapters. They also included new information to reflect changes in the most recent ASHA Code of Ethics as well as changes in the Graduate Record Exam and Praxis Exam. The user-friendly PluralPlus companion website includes materials for students and instructors.

Highlights of the Third Edition

• More detailed coverage of grammar and rules of writing
• More examples for student practice in all chapters
• More examples related to speech-language pathology and audiology
• New information about ASHA's Revised Code of Ethics
• New information about the Praxis II Examination in speech-language pathology and audiology
• Website resources for students including electronic versions of writing exercises
• Website resources for instructors including answer keys for practice questions and writing exercises

"Named to Doody's Core Titles in the Health Sciences - Speech, Language & Hearing 2020 list." — Doody's (May 2020)

"I recommend this book to any instructor, student, or practicing clinician in the fields of speech pathology and audiology. The thorough and field-specific nature of this book are valuable assets and will enable readers to markedly improve their professional writing. It is a useful resource for any speech pathologist's or audiologist's bookshelf." — Brent L. Wiles, M.S., CCC-SL , University of South Alabama, Doody's Book Reviews  (April 2019)

"I selected this textbook for my Professional Issues course because it is a comprehensive presentation of those aspects of the professions that affect the lives and the practice of speech-language pathologists and audiologists today.  The authors provide the most current information in the areas of service delivery, employment, workplace challenges, ethics, legislation, technology, and advocacy.  The authors use clear language and provide detailed explanations relevant to each topic.  I have been using this textbook since its second edition (Lubinski & Frattali, 2001) when I moved from clinical work to academia.  It was, and still is, the best book on the market in this topic area."

 ​​​​ -James M. Mancinelli, PhD, CCC-SLP, Assistant Professor, Department of Communication Sciences and Disorders , La Salle University

Introduction

Chapter 1. Getting Started Beginnings of Speech-Language Pathology Beginnings of Audiology Current Issues English Mechanics Exercises References

Chapter 2. Writing Rules Errors in Form Writing Form (punctuation, spelling, grammatical morphemes) Writing Content and Composition (Semantics, Sentence Structure) Exercises Final Note References

Chapter 3. Evidence-Based Writing Writing a Professional Paper/Journal Article Exercises References

Chapter 4. Ethics of Professional Writing The ASHA Code of Ethics Health Insurance Portability and Accountability Act of 1996 (HIPAA) The Institutional Review Board Conclusion Exercises References Appendix 4-A. Sample Institutional Review Board Research Review Form

Chapter 5. Referencing Resources History of the Library Collections Services Copyright Material Plagiarism Citing References From Print Books and Journals Exercises References

Chapter 6. Internet Resources What is the Internet? Syntax, Semantics, and Jargon Uses and Abuses Citing References from the Internet Evaluating Internet Sources for Professional Writing Peer-Reviewed Journals Which Internet Resources Should We Use (And Which Should We Avoid)? Final Note Exercises References

Chapter 7. Writing for Oral Presentation Preparing the Oral Presentation Delivering the Oral Presentation Sample Computer-Generated Presentation Professional Presentations Exercises References

Chapter 8. The Diagnostic Report Diagnostic Labeling Threats to Accurate Diagnosis Rules for Diagnosis Writing the Diagnostic Report Guidelines for Writing Diagnostic Reports in Speech-Language Pathology and Audiology Diagnostic Report Format-Speech and Language Diagnostic Protocol Worksheet-Speech and Language Sample of Diagnostic Report Writing in Speech-Language Pathology Diagnostic Report Format-Audiology Diagnostic Protocol Worksheet-Audiology Sample of Diagnostic Report Writing in Audiology Exercises References

Chapter 9. Clinical Goals, Reports, and Referrals Informed Consent and Permission Writing Clinical Observations Writing Goals for Therapy Types of Professional Reports Guidelines for Writing Progress Reports in Speech-Language Pathology Progress Report: Writing Style Worksheet Edited Progress Report in Speech-Language Pathology Professional Correspondence Exercises References

Chapter 10. Writing for Professional Advancement Writing for Professional Advancement I. Resumes II. Cover Letters for Resumes III. Portfolios IV. Professional Correspondence Via Electronic Media Multiple-Choice Tests Exercises References Index

Robert Goldfarb

Robert Goldfarb, PhD, Fellow, ASHA, is Emeritus Professor of Communication Sciences and Disorders at Adelphi University and Emeritus Professor of Speech-Language-Hearing Sciences at Lehman College and The Graduate Center, CUNY. He was a Fulbright Specialist in Applied Linguistics/TEFL in Bogotá, Colombia. He has published in the areas of adult aphasia, the language of dementia, and the language of schizophrenia, and is also co-author of two tests: The Stocker Probe for Fluency and Language (1995) and Time-Altered Word Association Tests (TAWAT, 2013). He authored, co-authored, and edited ten books, and is the recipient of academic and clinical awards as well as highest honors from New York City and New York State professional associations. View his TEDx talk, An Aphasiologist Has a Stroke, at https://www.youtube.com/watch?v=LLhXxBC9xYk

Yula C. Serpanos

Yula C. Serpanos, PhD, is a Professor of Audiology in the Communication Sciences and Disorders program at Adelphi University and the Long Island Doctor of Audiology Consortium. She has many years of clinical experience and university teaching at the undergraduate, graduate, and doctoral levels. Dr. Serpanos is a Fellow of the American Speech-Language-Hearing Association and received the 2019 Honors of the Association award from the New York State Speech-Language-Hearing Association. Dr. Serpanos has published in the areas of loudness perception, noise induced hearing loss, and audiologic screening.

Purchasers of this book receive complimentary access to supplementary materials hosted on a PluralPlus companion website .

To access the materials, log in to the website using the URL located inside the front cover of your copy of  Professional Writing in Speech-Language Pathology and Audiology, Third Edition .

STUDENTS: To access the  student  materials, you must register on the companion website and log in using the access code located inside the front cover of your textbook.

INSTRUCTORS: To access the  instructor  materials, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

Email:  [email protected] Tel: 866-758-7251 (toll free) or 858-492-1555

Strategic Practice Management: Business Considerations for Audiologists and Other Healthcare Professionals

Robert G. Glaser, Robert M. Traynor

Details: 768 pages, B&W, Hardcover, 7" x 10"

ISBN13: 978-1-63550-014-1

© 2019 | Available

View Full Book Details

INTRO A Guide to Communication Sciences and Disorders.

Michael P. Robb

Details: 374 pages, Full Color, Softcover, 8.5" x 11"

ISBN13: 978-1-94488-366-9

Clinical Assessment Workbook for Communication Sciences and Disorders

First Edition

Georgia Hambrecht, Tracie Rice

Details: 301 pages, B&W, Spiral Bound, 8.5" x 11"

ISBN13: 978-1-63550-034-9

Comprehensive Dictionary of Audiology: Illustrated

Brad A. Stach

Details: 349 pages, B&W, Softcover, 7" x 10"

ISBN13: 978-1-94488-389-8

Writing Scientific Research in Communication Sciences and Disorders

Robert H. Brookshire, Shelley B. Brundage

Details: 214 pages, B&W, Softcover, 7" x 10"

ISBN13: 978-1-59756-614-8

© 2016 | Available

Professional Communication in Audiology

Virginia Ramachandran, Brad A. Stach

Details: 160 pages, B&W, Softcover, 6" x 9"

ISBN13: 978-1-59756-365-9

© 2013 | Available

Professional Communication in Speech-Language Pathology: How to Write, Talk, and Act Like a Clinician

Fourth Edition

A. Embry Burrus, Laura B. Willis

Details: 286 pages, B&W, Softcover, 7" x 10"

ISBN13: 978-1-63550-168-1

© 2022 | Available

Research in Communication Sciences and Disorders: Methods for Systematic Inquiry.

Lauren K. Nelson, Jaimie L. Gilbert

Details: 279 pages, B&W, Softcover, 7" x 10"

ISBN13: 978-1-63550-205-3

© 2021 | Available

A Coursebook on Scientific and Professional Writing for Speech-Language Pathology

Sixth Edition

Details: 459 pages, B&W, Spiral, 8.5" x 11"

ISBN13: 978-1-63550-401-9

© 2024 | Available

Goal Setting in Speech-Language Pathology: A Guide to Clinical Reasoning

Casey Taliancich-Klinger, Angela J. Kennedy, Catherine Torrington Eaton

Details: 114 pages, B&W, Softcover, 6" x 9"

ISBN13: 978-1-63550-432-3

© 2025 | Available

• Communication Sciences & Disorders
• Special Education
• Singing/Voice
• Otolaryngology-Head and Neck Surgery
• Singing / Voice
• Speech-Language Pathology
• Book Series
• Online Products / DVDs
• Assessments / Tests
• Publish with Plural
• Sales & Marketing
• Request Permissions
• Consulting Editors
• Alternative Format Requests
• Be a Peer Reviewer
• Guide to Voice Therapy

• WV App Login
• Site Search
• Report Templates
• Speech Helpers
• SLP Resources
• Top 10 Tips
• Getting an Eval
• Certified SLP
• How to Say the R Sound
• 0-18 Months
• 18-36 Months
• 18-30 Months
• 30-36 Months
• 10-11 Years

Articulation

• Cleft Palate
• Phonological
• Dysphagia Causes
• Dysphagia Treatment

170+ Speech Therapy Report Templates and Outlines

These speech therapy report templates and outlines will save you hours of time writing reports. 

Each listing gives the title, a description of what it tests for, blank data spaces for you to put the child's scores in, and conclusive statements for you to modify for each student/client. 

**A huge thank you to the Clark County School District (I'm looking at you Yves ;) in Las Vegas for sharing these with us.

**Additional thanks to Dr. KL Johnson from the University of North Texas, Cristina Tirotta, Elaine Mack, Satya, Nancy Sever Muniz, Christine Gerber, Heather Hitchcock, and Miss V.

The descriptions below can be copied and pasted into a Word Processor and then tweaked accordingly.

If there is a test description and outline that is not on our list and you have one you would like to add, please share it and we will add it to our list .

Explore Our Goal Reaching, Client Centered Products

Template Types

Last updated (Feb 2022) *Click the type of test you need below to see the available templates:

Return to Top

Kaufman Speech Praxis Test for Children (KSPT)

Screening Test for Developmental Apraxia of Speech 

SEE ALSO:   The Best Books for Speech Therapy Practice

Arizona Articulation and Phonology Scale-Fourth Edition (AZ-4) (Arizona 4)

Clinical Assessment of Articulation and Phonology (CAAP)

Clinical Assessment of Articulation and Phonology-Second Edition (CAAP-2)

Contextual Probes of Articulation Competence (CPAC)

The Diagnostic Evaluation of Articulation and Phonology’s (DEAP)

Entire World of R-Advanced Screening for /R/

Fisher-Logemann Test of Articulation Competence

Goldman Fristoe Test of Articulation-2 (GFTA-2)

Goldman Fristoe Test of Articulation-Third Edition (GFTA-3)

LinguiSystems Articulation Test (LAT)

McDonald-Deep Test of Articulation

Photo Articulation Test-Third Edition (PAT-3)

Practical Test of Articulation and Phonology (PTAP)

Structured Photographic Articulation Test-Second Edition (SPAT-2)

SUNNY Articulation and Phonology Test Kit (SAPT)(Sunny)

Weiss Comprehensive Articulation Test (WCAT)

Assessment Link between Phonology and Articulation (ALPHA)

Assessment of Phonological Processes-Revised (APP-R)

Comprehensive Test of Phonological Processing (CTOPP)

Comprehensive Test of Phonological Processing - 2 (CTOPP-2)

Glaspey Dynamic Assessment of Phonology (GDAP)

The Hodson Assessment of Phonological Patterns-third edition (HAPP-3)

Khan-Lewis Phonological Analysis-2 (KLPA-2)

Khan-Lewis Phonological Analysis-3 (KLPA-3)

The Phonological Awareness Test-2

Auditory Processing Deaf Hard of Hearing

Auditory Processing Abilities Test (APAT) 

Carolina Picture Vocabulary Test for Deaf and Hearing Impaired (CPVT)

Renfrew Action Picture Test

Test of Auditory Processing Skills-Third Edition (TAPS-3)

Autism / Pragmatic Language

Autism Behavior Checklist (ABC)

Limited Non-Verbal and Verbal Observation Checklist

Component of Pragmatic Intent Observation Checklist

Childhood Autism Rating Scale (CARS)

Childhood Autism Rating Scale-Second Edition (CARS-2)

Conversational Effectiveness Profile-Revised (CEP-R)

Evaluating Acquired Skills in Communication (EASIC)

Evaluating Acquired Skills in Communication-Third Edition (EASIC-3)

Gilliam Asperger’s Disorder Scale (GADS)

Gilliam Autism Rating Scale (GARS)

Gilliam Autism Rating Scale-Third Edition (GARS-3)

Pragmatic Language Skills Inventory (PLSI)

Pragmatic Language Observation Scale (PLOS)

The Social Communication Questionnaire

Social-Emotional Evaluation (SEE)

Social Language Development Test-Adolescent: Normative Update (SLDT-A:NU)

Social Language Development Test-Elementary: Normative Update (SLDT-E:NU)

Test of Pragmatic Language (TOPL)

Test of Pragmatic Language-Second Edition (TOPL-2)

Early Childhood / Preschool

Clinical Evaluation of Language Fundamentals-Preschool (CELF-PRE)

Clinical Evaluation of Language Fundamentals: Preschool-Third Edition (CELF:P-3)

Developmental Assessment of Young Children-Second Edition (DAYC-2) 

Fluharty Preschool Speech and Language Screening-Second Edition (Fluharty-2) 

Kindergarten Language Screening Test-Second Edition (KLST-2)

Preschool Language Assessment Instrument  (PLAI) 

Preschool Language Scale-4 (PLS-4)

Preschool Language Scale-5 (PLS-5)

Receptive-Expressive Emergent Language Test-Third edition (REEL-3)

Receptive-Expressive Emergent Language Test-Fourth Edition (REEL-4)

Rossetti Infant-Toddler Language Scale

Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Symbolic Play Test (2nd Edition)

Test of Early Language Development-Second Edition (TELD-2)

Test of Early Language Development-Fourth Edition (TELD-4)

Test of Preschool Vocabulary (TOPV)

Test of Pretend Play (TOPP)

The Westby Symbolic Play Scale

Wiig Assessment of Basic Concepts (WABC)

Behavior Assessment Battery for School-Aged children Who Stutter (BAB)

CALMS Assessment Inventory for Children Who Stutter

Overall Assessment of the Speaker’s Experience of Stuttering (OASES)

Stuttering Prediction Instrument for Young Children 

Stuttering Severity Instrument-Third edition (SSI-3)

Stuttering Severity Instrument-Fourth edition (SSI-4) 

Stuttering Severity Scale

Test of Childhood Stuttering (TOCS)

SEE ALSO:   The Best Free App for Speech Therapy

Language - Comprehensive

Children’s Communication Checklist-2 (CCC-2)

Comprehensive Assessment of Spoken Language (CASL)

Comprehensive Assessment of Spoken Language-Second Edition (CASL-2)

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4)

Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5)

The Early Functional Communication Profile

Fullerton Language Test for Adolescents-Second Edition

Functional Communication Profile

Functional Communication Profile-Revised 

Oral-Written Language Scales (OWLS)

Oral-Written Language Scales-2(OWLS-2)

Receptive, Expressive, & Social Communication Assessment-Elementary (RESCA-E)

The Renfrew Language Scales Bus Story Test

Test of Adolescent and Adult Language-Third Edition (TOAL-3)

Test of Adolescent and Adult Language-Fourth Edition (TOAL-4)

Test of Early Communication and Emerging Language (TECEL)

Test of Language Development-Primary: Third Edition (TOLD-P:3)

Test of Language Development-Primary: Fifth Edition (TOLD-P:5)

Test of Language Development-Intermediate: Third Edition (TOLD-I:3)

Test of Language Development-Intermediate: Fifth Edition (TOLD-I:5)

Test of Semantic Skills-Primary (TOSS-P)

Test of Semantic Skills-Intermediate: Normative Update (TOSS-I:NU)

Test of Nonverbal Intelligence – Fourth Edition (TONI-4)

Language - Expressive

The Test of Narrative Language (TNL)

The Expressive Language Test (ELT)

The Expressive Language Test: Second Edition: Normative Update (ELT-2:NU)

Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4)

Expressive Vocabulary Test (EVT)

Expressive Vocabulary Test-Third Edition (EVT-3)

The HELP Test - Elementary

Patterned Elicitation Syntax Test (PEST)

Reynell Developmental Language Scales-3

Structured Photographic Expressive Language Test-Third Edition (SPELT-3)

Test for Examining Expressive Morphology (TEEM)

The Test of Expressive Language (TEXL)

The WORD Test - Adolescent Second Edition (WORD-A2)

The WORD Test – Elementary Second Edition (WORD-E2)

Language Sample Results Examples

Real Life Picture Flashcards for Speech Therapy Practice (Instant Download)

Language - Receptive

The Language Processing Test - Revised (LPT-R)

The Language Processing Test –Third Edition: Elementary (LPT-3:E)

The Listening Comprehension Test-Adolescent (LCT-A)

The Listening Comprehension Test-Second Edition (LCT-2)

The Listening Test

Oral Passage Understanding Scale (OPUS)

Receptive One-Word Picture Vocabulary Test (ROWPVT)

Receptive One-Word Picture Vocabulary Test- Fourth Edition (ROWPVT-4)

Rhode Island Test of Language Structure (RITLS)

Test of Auditory Comprehension of Language-Third Edition (TACL-3)

Test of Auditory Comprehension of Language-Fourth Edition (TACL-4)

Token Test for Children

Token Test for Children: Second Edition (TTFC-2)

Language - Other

Boehm Test of Basic Concepts-Revised  (BTBC-R)

Bracken Basic Concepts Scale-Revised  (BBCS-R)

Test of Problem Solving - Adolescent (TOPS-Adolescent)

Test of Problem Solving - Elementary Revised (TOPS-Elementary-R)

Nonspeech Test for Receptive and Expressive Language

Assessing Semantic Skills through Everyday Themes (ASSET)

Comprehensive Receptive and Expressive Vocabulary Test-second edition (CREVT-2)

Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3)

Expressive One-Word Picture Vocabulary Test (EOWPVT)

Expressive One-Word Picture Vocabulary Test-Upper Extension (EOWPVT-UE)

Montgomery Assessment of Vocabulary Acquisition (MAVA)

Peabody Picture Vocabulary Test-3  (PPVT-3)

Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5)

Spanish Assessments

With much appreciation for the knowledge and work of Nancy Sever Muniz!  Some tests include a statement in parentheses that discuss the administration of the test with the assistance of a Native Language Speaker. 

Assessment of Phonological Processes, Spanish (APP -Sp)

Austin Spanish Articulation Test (Austin)

Bilingual English Spanish Assessment (BESA)

Bilingual Syntax Measure, 1 or 2 (BSM, 1 or 2) 

Bilingual Vocabulary Assessment Measure (BVAM)

Boehm Test of Basic Concepts-Revised, Spanish (BTBC-R-SP) 

Bracken Basic Concepts Scale-Revised-Spanish  (BBCS-R-Sp) 

Clinical Assessment of Articulation and Phonology-Spanish Edition (CAAP-S)

Clinical Evaluation of Language Fundamentals-3, Spanish (CELF-3-SP)

Contextual Probes of Articulation Competence – Spanish (CPAC-S)

Del Rio Language Screening Test (DRLST) 

Dos Amigos Verbal Language Scales

Expressive One-Word Picture Vocabulary Test-Upper Extension-Revised, Spanish 

Expressive One-Word Picture Vocabulary Test-2000, Spanish

Expressive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (EOWPVT-4:SB)

Language Assessment Scale (LAS)

Language Sample - Spanish

Medida Española de Articulación (MEDA)

Multicultural Vocabulary Test (MVT)

Preschool Language Assessment Instrument-Spanish  (PLAI-Sp)

Preschool Language Scale-3, Spanish (PLS-3, Sp)

Preschool Language Scale-5, Spanish (PLS-5, Sp)

Pruebas de Expresión  Oral y Percepción de La  Lenguaje Española (PEOPLE)

Prueba del Desarrollo Inicial del Lenguaje (PDIL)

Receptive One-Word Picture Vocabulary Test, Revised-Spanish  (ROWPVT-R-Sp)

Receptive One-Word Picture Vocabulary Test-2000, Spanish

Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (ROWPVT-4:SB)

Screening Test of Spanish Grammar (STSG) 

Spanish Articulation Measure (SAM) 

Spanish Expressive Vocabulary Test (SEVT) 

Spanish Language Assessment Procedures: A Communication Skills Inventory  (SLAP)

Spanish Structured Photographic Expressive Language Test-Preschool (SPELT-P-Sp)

Spanish Structured Photographic Expressive Language Test-2 (S:SPELT-2)

Spanish Structured Photographic Expressive Language Test-3 (S:SPELT-3)

Spanish Test for Assessing Morphologic Production (STAMP)

Test of Early Language Development-Third Edition:Spanish (TELD-3:S)

Test de Vocabulario de Imágenes, Peabody (TVIP)

Test of Auditory Processing Skills, 3rd Edition: Spanish/Bilingual (TAPS-3:SBE)

Toronto Test of Receptive Vocabulary (TTRV)

Wiig Assessment of Basic Concepts-Spanish (WABC-S)

ENGLISH tests that may be used with SPANISH-SPEAKING children

The Autism Behavior Checklist (ABC) 

The Boehm Test of Basic Concepts-Revised  (BTBC-R-) 

The Bracken Basic Concepts Scale-Revised  (BBCS-R) 

The Childhood Autism Rating Scale ( CARS)

The Gilliam Autism Rating Scale (GARS) 

The Nonspeech Test for Receptive and Expressive Language

An Examination of the Oral Speech Mechanism

The Peabody Picture Vocabulary Test-III, Form PPVT-III, Form    )

The Preschool Language Assessment Instrument  (PLAI) 

The Receptive-Expressive Emergent Language Scale-2 (REEL-2)

The Screening Test for Developmental Apraxia of Speech 

The Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Structured Photographic Expressive Language Test-II ( SPELT-II)

The Stuttering Severity Scale 

The Stuttering Prediction Instrument

If you know someone who could benefit from these Speech Therapy report templates, please share it by using the buttons at the top of this page.

Freebies, Activities, and Specials, Oh My! Sign up for Terrific Therapy Activity Emails

See Past Email Examples

Your information is 100% private & never shared .

Hi! We're Luke and Hollie.

We are both MS CCC-SLPs and fell in love while studying for our degrees. Since then we have done everything together - graduated, worked, and started a family. We spend most of our time with our family and the rest making this site for you.

Top Free Resources

Word Vault Essential

# 1 Chronological Age Calculator

Popular Materials

All in one printable flashcards.

Multiple Meaning Word Mega Pack

Complete Articulation Word Search

New! 111 Articulation Stories

Teaching the Sound Books

Multi-Syllabic Words Flashcards

Apps to Save You Time & Help Your Clients

Articulation therapy + pirate adventures = awesomeness.

This App Will Get Your Kids Talking

Image Credits

Copyright © 2010 –

HomeSpeechHome.com | All Rights Reserved

This website contains affiliate links, meaning if you buy something from them we may make some money (at no cost to you). By using our affiliate links, you are helping to support our site which is a U.S.-based, family-run small business :)

How To Write A Speech Report Like A Rockstar-Part 1

Nov 17, 2015 | 7 comments

Every speech report I wrote flashes through my mind (especially in those early days). Would they hold up in a court of law? The realization that I may have written a speech and language assessment report that could one day be discussed in a courtroom where people could pick apart my skills, sends me into a state of panic.

Does anyone else feel a sense of panic?

This is me when I get an email or sit in a presentation about “legal” practices with IEPs and reports.

Collecting Background Information For Speech Assessments

Today, I wanted to share why including a thorough background information section in your speech and language assessment reports is important as well as a key component of writing a “legally defensive” report. I will also share what I include in my background information section and some of my tips on “how” to get that information in a timely manner!

Why do SLPs need to collect detailed background information?

It’s the law folks. Not only do we need to follow the eligibility educational code when doing assessments, but we also need to document that we tried interventions and considered all background information when determining eligibility.

We are showing the IEP team that we did our homework. It is important to gather information from many sources (i.e. parents, teachers, doctors) to show that we got to know our students and any important factors that could be impacting their scores on formal and informal measures.

These is also the areas where we discuss suspected areas of need. As we gather information from parents, the intervention team, medical information, etc. we can document those areas that may need to be assessed. This helps the SLP determine where they need to spend the bulk of their assessment. If teachers and parents share that people have a difficult time understanding the student, this means that a major portion of our assessment should be dedicated to looking at articulation and phonology development.

What should you include in your background information section

• Include the student’s name, age, classroom grade level and level of support, and where they go to school.
• Primary language- Documenting the languages the student speaks at home and in the classroom. This is where I include CELDT scores, years of English exposure, and how often and with whom they speak their primary and secondary languages. I may also include information regarding English Language Development and interventions used in the classroom.
• Previous assessments, diagnoses, and therapy the child may have received from outside agencies or from previous assessments.
• Documenting general education interventions- Student receiving Response To Intervention, and the outcomes of the interventions.
• Stating how the student was referred to the speech therapist (i.e. parent, teacher, student study team, etc).
• Reason for the assessment- is it an initial or triennial assessment and the purpose for conducting the assessment.

How can SLPs collect background information from families?

In California and specifically where I work, many school districts use a Student Assistance Plan (SAP) to document general education interventions.  A student study team meeting is held after tier 1 and tier 2 interventions have been implemented. I have trained my support staff and teachers to always invite me if there are speech and language concerns. This way, I can be there at the meeting to ask appropriate developmental questions, inquire about classroom interventions and find out about the family history of speech and language delays.

Why you should invest the time to get good background information

Already, I can hear people saying “I don’t have time to go to more meetings.” This my friends are very true, but I look at this additional time spent as a way to save time later. I find that if I do not make time to showcase my expertise as a speech and language pathologist, I get many referrals that have not considered the educational code for eligibility (7th percentile), teachers who have not completed general education interventions (which legally we need to do to show least restrictive environment) or have not considered a child’s background and primary language development. Going to these meetings helps me to gather good background information as well as determine if an assessment is warranted.

I try and have parents fill out a health and development questionnaire.  In the event that the parent hasn’t returned the forms, I rely on my teachers to help me because they sometimes see the parent during drop-off and pick up. My teachers are so awesome, they will make the parent fill it out right there at the moment, so we can get the information. In some cultures, I found that they are more transparent and upfront with medical professionals about health and family history. In those cases, I will ask my nurses to call parents to get that valuable information.

Need A Speech Therapy Report Template

One way to save time, in the long run, is to make templates of your speech reports. Over the years, I have written blurbs in different reports. I finally began compiling them all in one place, so I could easily reference them when I had a similar assessment. My speech report templates have SAVED me on those days when my brainpower is on zero. Click the links below to make your own Google Doc copy of the different templates. It has assessment descriptions, my speech report template, and some great blurbs for the summary and interpretation section of your report.

Assessment Battery Templates

Sample Speech and Language Report

Sample Summary Blurbs for Explaining Assessment Results

Up Next Is Assessment Tools

My next post in this series will be about choosing assessment tools and how to document that information in your report! I hope this was helpful!! What tips do you have for documenting background information?

This was a good reminder about beefing up the “background information” section. I’m looking forward to your post on choosing assessment tools!

I would add that, if it’s a initial, I put the date of my informed consent and with whom (which parent:guardian) and if it was via phone or in person. We get a signed consent with our referrals but we follow up with an informed consent phone call because you can’t know if they really read the consent form or understood it. Also a great time to get more background and parent perspective on their child. Sometimes you cannot get the parent despite multiple attempts, but I usually do.

Great points! Question for the speechies: We have a student due for his three year re-eval. We have received written permission to test on Nov 6. The IEP meeting is planned to take place Dec 7 because his IEP (last year’s) is due. If written permission to test was received, do we still have the 60 day timeline? I am in IL and we use school days, not calendar days, so we have had 16 days of school between written permission and day of meeting. This is often not enough time for the school social worker and myself to get everything done. The psychologist does the academic testing and has no caseload so time is ok for her. I checked the isbe website but I couldn’t find information that said if written permisson to test is received can we use the 60 day timeline OR do we have to have it completed prior to the end date of last year’s IEP. Does anyone know?

I am in Illinois as well, and this problem comes up all the time. I’ve been told that the 60 day timeline trumps the IEP date. It’s ideal to get it done before the annual review, but the main place you will get “dinged” so to speak if you were to be audited is meeting the 60 days.

This is a really helpful article, looking forward to the next installment. I am so happy I read this because I am learning new information which is unfamiliar to me. Please update me, what is the “educational code for eligibility” (7th percentile)? Is that state specific, ASHA, or federal guidelines? I would love any references to help me update my knowledge base about it.

Felice is referring to Ed Code, the federal regulations that guide how we can determine eligibility for special education services ( http://www.casponline.org/pdfs/pdfs/Title%205%20Regs,%20CCR%20update.pdf ). Specifically, she’s referencing Ed Code § 3030 section 56333, outlining eligibility criteria for a Speech or Language Disorder. Typically a student must score at least 1.5 standard deviations below the mean, or below the 7th percentile, for his or her chronological age or developmental level on two or more standardized tests to qualify as SLI for language concerns unless you are also using a language sample or alternative assessments.

Right?! I am in the schools, and I couldn’t agree more. It completely takes away from our time to provide meaningful services! We certainly don’t get paid enough to be doing all of this and enduring the anxiety that goes along with it!

• AAC Communication
• Apps for Therapy
• articulation
• Basic Concepts
• Behavior Management
• Books for Speech Therapy
• Boom Cards Speech Therapy
• Caseload Management
• Clinical Fellowship Year
• Collaborative Services
• Conversation Scripts
• craftivities
• Digital Speech Therapy Materials
• DIY materials
• Featured #1
• Featured #2
• Featured #3
• Featured #4
• Featured #5
• Featured #6
• Games For Speech Therapy
• Middle School Therapy
• organizational tips
• Play-Based Therapy
• Progress Monitoring Speech Goals
• Real Talk SLP
• sensory bins
• SLP Accessories
• social skills
• Speech Assessments
• Speech Life
• Speech Room Decor
• Speech Sound Disorders
• Themed Speech Therapy
• Therapy Materials
• Therapy Plans
• Toys for Speech
• Uncategorized
• Subscriber Freebies
• Shop Products

Copyright © 2024 SpeechPathology.com - All Rights Reserved

AAC: Taking the ‘OMG’ out of Report Writing and Treatment Planning

This course describes how to document augmentative/alternative communication (AAC) assessment outcomes and treatment planning for adult clients, in order to obtain funding of a speech-generating device (SGD) via Medicare or other third-party payers. Medicare SGD coverage, access methods to assess, required evaluation report elements, and client competencies to target in goals and treatment are discussed.

Course created on April 18, 2023

Course Type : Video

CEUs/Hours Offered: ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; RESNA/0.15 Intermediate; SAC/1.5

Learning Outcomes

No more reviews to load.

Presented By

Kim Winter MA CCC-SLP

Kim Winter is a Speech-Language Pathologist at Hospital for Special Care in New Britain, CT.  She has more than 25 years of experience, working exclusively with adults in the medical setting.  Kim provides services in the Outpatient Department, as well as the Neuromuscular and Movement Disorders Clinics, providing interventions to individuals with motor neuron diseases, muscular dystrophies and Parkinsonian disorders.  Much of her career has been spent providing AAC services to adults with a wide variety of both acquired and developmental disabilities.  She has served as a guest lecturer for the graduate level AAC class at the University of Connecticut and in 2011 was selected as a co-presenter on ALS and Management of Dysphagia at the ASHA National Convention.  She also manages an AAC lending program within the state of CT, providing AAC devices free of charge to those in need.  Kim is a member of ASHA’s Augmentative/Alternative Communication Special Interest Group (SIG 12) and previously served on its Professional Development Committee. 

Course participation information

To ensure you are ready to participate, please complete our short Test Drive to prepare your computer to view the course.

View Course Help

Full attendance is required, and the times you log in and out will be recorded and documented. If you log in to a live webinar late or if you log out early, you may not be able to earn CEU.

Passing an online exam and completing a course evaluation will be required to earn continuing education credit.

Live Webinars allow presenter and participant interaction. The exam and course evaluation for these courses must be completed within 7 days of the event.

On-demand courses include texts, video and audio recordings of live webinars, and multimedia formats. The exam and course evaluation for on-demand courses must be completed within 30 days of course registration.

To participate in the course, complete the exam and course evaluation, and earn continuing education credit, you must be a SpeechPathology.com member. Participants must complete the entire course; partial credit is not allowed.

SpeechPathology.com is committed to ensuring accessibility to the widest possible audience. We are continually improving the user experience for everyone. If you have questions, requests, or would like to report an accessibility-related issue, please email [email protected] . We will review your request and respond in a timely manner.

Visit our Contact us page or give us a call if you have questions.

American Speech-Language-Hearing Assn.

Intermediate Level 0.15 ASHA CEUs

International Association for Continuing Education and Training

Continu ed , LLC, DBA SpeechPathology.com, is accredited by the International Association for Continuing Education and Training (IACET). Continu ed complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, Continu ed is authorized to issue the IACET CEU. continu ed , LLC, is authorized by IACET to offer 0.2 CEUs for this program.

Kansas Dept for Aging and Disability Services

Approved for 1.5 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370. California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 1.5 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.

Rehabilitation Engineering and Assistive Technology Society of North America

The continu ed family of websites, including SpeechPathology.com, is an approved CE provider by the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA). This course is offered for 0.15 CEUs (Intermediate level, Area). The assignment of RESNA CEUs does not imply endorsement of specific course content, products, or clinical procedures by RESNA.

Speech-Language and Audiology Canada

Clinically certified members of Speech-Language and Audiology Canada (SAC) can accumulate continuing education equivalents (CEEs) for their participation with SpeechPathology.com. One hour of coursework equals 1 CEE. All SAC members are encouraged to participate in on-going education.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy .