- Using language for different purposes (e.g., greeting, informing, demanding, promising and requesting)
- Adapting or changing language according to the needs or expectations of a listener or situation (e.g., talking differently to a baby than to an adult, giving enough background information to an unfamiliar listener or talking differently in a classroom than on a playground)
- Following rules for conversations and narratives (e.g., telling stories, recounting events of the day) including taking turns in conversation, introducing topics of conversation, staying on the topic and using nonverbal signals in conversation (e.g., facial expressions and eye contact)
- Auditory memory: remembering what is heard
- Auditory discrimination: hearing small differences between words (e.g., sing/sing versus sing/wing)
- Word finding: thinking of words to use to form clear, concise sentences
- Articulation: using speech sounds and clarity of speech
- Voice: differences in voice quality, pitch and volume
- Fluency: repeating or prolonged sounds and words, hesitating and using fillers such as “um” and “uh”
During the assessment, the clinician will conduct an oral peripheral examination to evaluate speech motor skills. This includes observing your child’s face, lips, teeth, tongue, palate, and throat. It also includes observing how well your child works in such activities as feeding, moving the tongue, moving the lips, or making alternating lip and tongue movements rapidly.
Informal tasks will also be a part of the evaluation. These tasks can include talking with your child, having them discuss pictures, answer questions and tell simple stories. If your child is an infant or toddler, the clinician observes how they play, how they use objects and toys, and how well she understands words and requests.