Services

LANGUAGE ASSESSMENT IS HIGHLY RECOMMENDED IN THE FOLLOWING CASES:

• Children who show great difficulties with vocabulary, sentence length, understanding language, following classroom instructions, listening comprehension and / or storytelling.
• Children who have mispronunciations, stuttering, nasality, voice problems or difficulties with social use of language.
• Children whose cognitive assessment has revealed difficulties with those areas related to language.
• Children who have academic difficulties -suspected to be -secondary to language problems.

AT SLC, COMPLEX DISABILITY ISSUES ARE ADDRESSED WITH THE AIM OF:

• Obtaining an accurate diagnosis for students who have multiple developmental concerns
• Determining the level of impairment, functional limitations, and disability
• Identifying areas of need and strength that the child possesses
• Designing intervention and educational plans
• Providing a time-bound prognosis for expected outcomes

LANGUAGE ASSESSMENT

Language therapy should be preceded by a comprehensive speech and language assessment in order to determine the child's areas of need strength. Additionally, it is also essential to evaluate language skills in children with reported academic difficulties in order to rule out the existence of any language based learning disabilities.

Language assessment is a process of observation and measurement of a child's language behavior in order to determine whether a clinically significant problem exists, the nature and extent of the problem and the course of action that must be taken to help the child and his / her family.

At SLC, once the assessment is done, the obtained findings are analyzed in order to obtain a comprehensive diagnosis and to make sure that all concerns have been addressed in a clear, yet thorough detailed, manner and that all questions – concerning the child's current potential, his / her individual's disability status, diagnosis / differential diagnosis and future prognosis – have been answered.

1-ASSESSING INFANTS (LESS THAN 1 YEAR):

It is usually offered to infants with global developmental delay, cerebral palsy, hearing impairment, or chromosomal aberrations. Their assessment is mainly dependent on the parental report in addition to a checklist provided by the speech & language assessor to check the child’s ability to produce single speech sounds, syllables, single words, follow simple commands, and localize the source of sounds.

2-ASSESSING INFANTS AND CHILDREN (BETWEEN 1-3 YEARS OLD):

It is usually carried out through play settings along with informal observation and developmental checklists.

3-ASSESSING CHILDREN AND ADULTS (FROM 3 YEARS OLD UP TO 21 YEARS OLD)

This is carried out through standardized tests. For bilingual children, assessing the mother language and the second language is usually carried out to determine whether their language difficulties are related to a primary language disorders affecting both languages or due to a problem with second language acquisition.