This modules explains how to provide quantification for a delay or disorder, if one exists, as it is required by the law. Evaluators cannot and should not use standardized scores to quantify a disability. Instead, the evaluator should use his or her clinical judgment to know how a typically developing child would perform on the tasks presented. After the examiner has used the same task with many different children, he or she should know how much modeling, support and prompting a typically developing child should require. As a result, when a child has a disability, the examiner should be able to determine and classify the delay as mild, mild-moderate, moderate, moderately-severe or severe. A mild to moderate delay would be quantified as a 25% delay, while a moderately-severe delay would be quantified as a 33% delay.
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Click for Details: This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children. Developed by Cate Crowley and Miriam Baigorri. Illustrated by Tina Yeung.