Preschool Language Scale Report
I. Background Information
Child's Name: Ernesto Murphy
Date of Birth: August 15, 2052
Age at Assessment: 3 years, 5 months
Parent/Guardian's Name(s): Lucia Murphy and David Murphy
Referral Reason: Concerns regarding delayed speech and difficulty understanding directions.
Assessment Date(s): January 5, 2056
Assessor's Name and Title: [YOUR NAME], School Administrator
II. Assessment Tools and Procedures
The following tools were used to assess Ernesto's language development:
Preschool Language Scale (PLS-5): A standardized tool designed to assess auditory comprehension and expressive communication in children from birth to 7 years, 11 months.
Parent/Caregiver Interview: Gathering insights from Lucia and David Murphy about Ernesto’s communication skills in everyday settings.
Observations: Documenting Ernesto’s language use during structured and unstructured play activities.
III. Results
Auditory Comprehension
Standard Score: 78
Percentile Rank: 7th percentile
Description: Ernesto demonstrates limited ability to follow multi-step directions and struggles with understanding basic prepositions (e.g., "on," "under"). However, he can identify common objects when named.
Expressive Communication
Standard Score: 72
Percentile Rank: 3rd percentile
Description: Ernesto has difficulty constructing sentences longer than two words and often relies on gestures to communicate. His vocabulary is limited to approximately 50 words, which is below the expected range for his age.
Total Language Score
Standard Score: 75
Percentile Rank: 5th percentile
Description: Ernesto's overall language skills are delayed, with significant challenges in both understanding and using language effectively.
IV. Observations
Classroom/Playroom Behavior: Ernesto showed enthusiasm for play activities but often avoided verbal interaction with peers. He preferred solitary play or activities requiring minimal verbal input.
Strengths: Ernesto displayed strong nonverbal communication skills, such as pointing and nodding, to express his needs. He also showed interest in books with pictures and could identify familiar animals and objects.
Challenges: Ernesto struggled to initiate conversation and had difficulty naming objects without prompts. His attention span was also limited during language-focused activities.
V. Summary and Recommendations
Summary
Based on the assessment results, Ernesto Murphy demonstrates delays in both auditory comprehension and expressive communication. His skills are significantly below age expectations, suggesting the need for targeted language intervention.
Recommendations
Enroll Ernesto in a speech therapy program focusing on expanding vocabulary and improving sentence structure.
Incorporate language-rich activities at home, such as reading picture books and narrating daily routines.
Use visual aids (e.g., flashcards and picture schedules) to support Ernesto’s understanding of directions and concepts.
Encourage playdates or group activities to build confidence in social communication.
VI. Next Steps
Schedule a follow-up meeting with Lucia and David Murphy by February 15, 2056, to discuss Ernesto’s progress and refine the intervention plan.
Provide Lucia and David Murphy with a list of recommended speech therapy providers and resources.
Reassess Ernesto’s language skills in six months (July 2056) to evaluate progress and adjust the intervention plan as needed.
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