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TPBA2 Observation Summary Form: Communication Development
Directions:
For each of the subcategories below, shown in a 1–9-point Goal Attainment Scale, circle the number that indicates the child’s developmental status, using findings from the TPBA2 Observation Guidelines or TPBA2 Observation Notes for this domain. Next, consider the child’s performance in relation to same-age peers by comparing the child’s performance with the TPBA2 Age Table. Use the Age Table to arrive at the child’s age level for each subcategory (follow directions on the Age Table). Then, circle AA, T, W, or C by calculating percent delay:
SAMPLE
| TPBA2 Subcategory | Level of the child's ability as observed in functional activities | Average(AA) | Typical(T) | Watch(W) | Concern(C) | Age level(mode) | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Language comprehension | 1Focuses on speaker's face and reacts to sounds and voices. | ||||||||||||
| 2Attends to or responds to own name and familiar gestures, signs, or words. | |||||||||||||
| 3Attends to or responds to own name and familiar gestures, signs, or words. | |||||||||||||
| 4Understands gestures, signs and/or single words, simple one-step requests, and early question forms: yes/no, what, where. | |||||||||||||
| 5Understands gestures, signs and/or single words, simple one-step requests, and early question forms: yes/no, what, where. | |||||||||||||
| 6Understands familiar and novel two-step directions, who and when questions, and comments that are signed or spoken. | |||||||||||||
| 7Understands familiar and novel two-step directions, who and when questions, and comments that are signed or spoken. | |||||||||||||
| 8Understands age-appropriate basic concepts and vocabulary, why and how questions, grammatical structures, and multi-step requests that are signed or spoken. | AA | T | W | C | ___Comments: |
| TPBA2 Subcategory | Level of the child's ability as observed in functional activities | Rating compared with other children of same age | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Expresses needs reflexively | 1Expresses needs reflexively (e.g. crying, grimacing, body movement). | ||||||||||||
| 2Uses eye gaze, facial expressions, body movement, gestures, and vocalizations to communicate. | |||||||||||||
| 3Uses eye gaze, facial expressions, body movement, gestures, and vocalizations to communicate. | |||||||||||||
| 4Uses gestures, vocalizations, verbalizations, signs (words, word combinations, or phrases), and/or AAC to communicate. | |||||||||||||
| 5Uses gestures, vocalizations, verbalizations, signs (words, word combinations, or phrases), and/or AAC to communicate. | |||||||||||||
| 6Uses gestures, words, phrases, signs, and/or AAC to produce sentences (not grammatically correct) and to ask and answer questions. | |||||||||||||
| 7Uses gestures, words, phrases, signs, and/or AAC to produce sentences (not grammatically correct) and to ask and answer questions. | |||||||||||||
| 8Consistently uses well-formed sentences and asks and answers a variety of questions. | AA | T | W | C | Comments: |
| Pragmatics | 1Does not understand or give "readable" physical, vocal, or verbal cues to communicate needs.
2Uses and responds to eye gaze to share attention on an object/activity with the caregiver. Uses eye gaze, gestures, and vocalizations to send an intentional message to others. | AA | T | W | C | Comments: |
| Articulation and phonology | 1Coos, squeals, laughs, and engages in vocal play.
2Produces strings of vowel and consonant sounds that are nonmeaningful.
3Produces strings of vowel and consonant sounds that are nonmeaningful.
4Produces word approximations, words, or phrases that may not be completely intelligible.
5Produces word approximations, words, or phrases that may not be completely intelligible.
6Speech often is intelligible to familiar and unfamiliar listeners in conversation and in a variety of activities.
7Speech often is intelligible to familiar and unfamiliar listeners in conversation and in a variety of activities.
8Accurately and intelligibly produces the sounds of his/her language in conversation and in a variety of activities. | AA | T | W | C | Comments: |
Voice and fluency
| TPBA2 Subcategory | Level of the child's ability as observed in functional activities | | | | | | Rating compared with other children of same age| | | | | |
| -------------------------------- | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | - | - | - | - | - | - | - | - | - | - | - | - |
| Voice and fluency | 1Breath support is adequate for crying, grunting, cooing, but laughing, or for voice production (phonation).
2Breath support and voice production are adequate for sound, but the child does not yet babble or make single-word approximations.
3Breath support and voice production are adequate for sound, but the child does not yet babble or make single-word approximations.
4Breath support is adequate for voice production, but any of the following behaviors are chronic, noticeable, and interfere with the child's communication: Pitch: very high, very low, or monotone Quality: very breathy, harsh, hoarse, nasal, or stuff Loudness: inadequate or very loud Fluency: very choppy rhythm, and/or frequently occurring discrepancies (sound or syllable repetitions, e.g. "c-c-c-cat"; prolonged sounds, e.g. "sssssat"; or silent blocks) Speech rate: very slow or very fast | | | | |
| Oral mechanism | 1The structure and/or symmetry of the palate, lips, jaw, tongue, or bite interfere with functional speech.
2Structures are adequate, but speech is made primarily with gross jaw and lip movements. The range may be excessive or limited.
3Structures are adequate, but speech is made primarily with gross jaw and lip movements. The range may be excessive or limited.
4Structures are adequate, but speech is made primarily with gross jaw and lip movements. The range may be excessive or limited.
5Structures are adequate for speech. The child can round and retract the lips with good contact, move the tongue up, down, and front to back, and use finely graded jaw movements to produce sounds and simple words.
6Structures are adequate for speech. The child moves the lips, tongue, jaw, and palate independently but has some difficulty integrating movements to say complex words (e.g., potato, buttercup) or phrases.
7Structures are adequate for speech. The child moves the lips, tongue, jaw, and palate independently but has some difficulty integrating movements to say complex words (e.g., potato, buttercup) or phrases.
8Structure and function of the oral mechanism are adequate for age-appropriate speech. | AA | T | W | C | Comments: |
| Hearing | 1Not aware or only minimally aware of sounds in the environment.
2Distinguishes that one sound is different from another with or without adaptive support.
3Distinguishes that one sound is different from another with or without adaptive support.
4Differentiates environmental and some speech sounds with or without adaptive support.
5Differentiates environmental and some speech sounds with or without adaptive support.
6Inconsistently responds to sounds and spoken language with or without adaptive supports.
7Inconsistently responds to sounds and spoken language with or without adaptive supports.
8Attends to and localizes to sounds and speech and uses hearing functionally in conversation with or without adaptive support. | AA | T | W | C | Comments: |