Assessment Tools for Speech or Language Impairment
Access tools and resources to assist speech-language pathologists (SLPs) with decision making for a speech or language impairment as part of comprehensive special education evaluation. Wisconsin’s speech or language impairment criteria was revised effective August 2021. IEP teams must used the revised criteria for any referral beginning on or after August 1, 2021.
In addition to the resources listed below, the Wisconsin Collective for Comprehensive Assessment (WisCCA) IDEA discretionary grant website contains a variety of assessment approaches and considerations for the promotion of best practices in comprehensive speech and language evaluations to improve student outcomes. For more information about the WisCCA grant, click on the video below.
Technical Assistance Resources for SLPs
- Overview
- Speech or Language Impairment Criteria Form
- Speech or Language Impairment Criteria Forms Guide
- Speech or Language Impairment Criteria within a Comprehensive Special Education Evaluation (YouTube Playlist)
- Considering Speech or Language Impairment as Part of a Comprehensive Special Education Evaluation: Digging deeper into Speech or Language Impairment Part 1 Introduction and Comprehensive Assessment (YouTube Playlist)
- Speech or Language Impairment Criteria Question and Answer Document
- Clarification on Term “Foundational Knowledge” Required in Speech or Language Impairment Criteria
- Rubric for Considerations for Speech or Language Impairment
- Resources for Families and School Staff
- Speech Sound Disorders
- Assessment of Speech or Sound Production
- Phonological Processes Chart
- Fillable Percentage of Consonants Correct (PCC) Sentence Scoring Form
- Fillable Miccio Stimulability Probe
- Eligibility Considerations for Speech Rubric
Evaluation of Speech: New Considerations Presentation
- Dynamic Assessment
- NEWLY UPDATED ASHA Dynamic Assessment page including video modules
- Dynamic Assessment Guidance
- Dynamic Assessment Guidance Tool
- Checklist for Completing Dynamic Assessment as Part of a Comprehensive Assessment of a Speech or Language Impairment
Incorporating Dynamic Assessment into Evaluations Presentation
- Limitations of Norm-Referenced Tests
- Culturally Responsive Assessment Practices
- Assessing English Learners When Conducting Comprehensive Special Education Evaluations
- Best Practices When Assessing English Learners Written Guidance
- Best Practices When Assessing English Learners (4 part video series)
- Culturally Responsive Assessment Workshop
- Best Practices When Assessing English Learners I (slide deck)
- Best Practices When Assessing English Learners II (slide deck)
- Linguistically Culturally Diverse: Spanish Speaking Technical Assistance Guide
- Assessment of Fluency
- Assessment of Fluency Document
- Rubric for Considerations of Fluency: Elementary through High School
- Risk Factors for Pervasive Developmental Stuttering
- Breaking Down Fluency Criteria when Identifying a Speech or Language Impairment
- Slide deck for Assessment of Fluency Presentation
- Assessment of Fluency (YouTube Playlist)
- Assessment of Language
- Assessment of Language
- Considerations for Students who Speak Nonmainstream Dialects of American English
- Functional Communication Assessment Summary
- Rubric for Considerations for Language Impairment
- Speech Language Observations: Systematic Recording Methods
- Criterion-Reference Assessments for Language
- Assessment of Language: Language Sample Analysis Slide Deck
- Assessment of Lanuage: Langauge Sample Analysis (YouTube Link)
- Assessment of Voice
- Changes to Wisconsin Speech or Language Impairment Criteria August 2021
- Evaluation of Students with Complex Communication Needs