How to Answer Celia Years Month Questions (Complete Guide)

This type of question evaluates analytical and critical thinking skills.

What This Question Is About

This question relates to celia years month and requires a structured academic response.

How to Approach This Question

Use appropriate theories and support your answer with clear reasoning.

Key Explanation

This topic involves celia years month. A strong answer should include explanation, application, and examples.

Original Question

Celia is 7 years 1 month old and in first grade. Using the data from a recent initial evaluation, determine if you would recommend she qualify for speech and language services. Utilize the S/L eligibility criteria for public schools in CT and provide justification for why or why not. Reason for Referral: Celia was first referred to the Student, Staff Assistance T eam (SSAT) by the reading specialist, who provides tiered reading intervention to her. Both the specialist and her classroom teacher, expressed concerns regarding Celia’s progress considering the level of intensive instruction shehad been receiving. Additionally, when administered the Clinical Evaluation of Language- Fifth Edition (CELF-5) screening test, due to concerns with vocabulary skills and comprehension. Celia obtained a score of 5, which is below the criterion score for her age (i.e., a score of 13). Based on the information presented at the SSAT meeting, the team proceeded with a referral to special education. Background Information: Celia is a 7 year, 1 month old girl who currently attends 1st grade at the Elementary School. She currently receives Tier III instruction in both reading and math. A file review reveals that Celia began receiving Tier II reading instruction in kindergarten which was continued in first grade. During the current school year, Celia was transitioned from Tier II to Tier III reading instruction, and Tier III math instruction began. Her academic data reveals variable performance in reading and math since kindergarten with scores ranging from meets to does not meet the expectation on district reading and math assessments. Writing data reveals that Celia has obtained a score of approaching the expectation on all district writing assessments since kindergarten. A parent interview was completed to obtain a basic developmental history. Mrs. Mom reported that there were no major complications during pregnancy or delivery. She reported that when Celia was younger she experienced chronic ear infections, which she estimated to occur 10 – 11 times per year. They had begun to consider having tubes placed; however, her ear infections seemed to remediate on their own and the procedure was not completed. No other major health concerns were reported. Mrs. Mom stated that Celia was slightly slower to talk when compared to other children her age. She noted that she used fewer words and shorter utterances. All other developmental milestones were reported to be within normal limits. Mrs. Mom reported that she does not have any concerns regarding Celia’s social communication skills, noting that Celia is often shy when meeting new people and may require initial encouragement, but opens up once she becomes familiar with the new adult or peer. During the initial referral Planning and Placement T eam (PPT) meeting, Mrs. Mom reported that she observes Celia struggles in the areas of reading and language at home, and that she often feels as though directions need to be reworded or simplified to help Celia successfully complete tasks. She also noted that she observes the grammatical errors that were noted on the CELF-5 Screener, and indicated that she models sentences for Celia when errors are made. A comprehensive case history indicates area of concern related to communication. ☒ Yes ⬜No All areas related to birth and development are within normal limits. ⬜Yes ☒ No There are medical issues that require consideration in interpreting ⬜Yes ☒ No results. There are family/cultural issues that require consideration in interpreting assessment results. ⬜Yes ☒ No There are educational issues that require consideration in interpreting ⬜Yes ☒ Noassessment results (e.g., grade retention, significant absences). Assessment Information: ● Hearing/Screening Evaluations Results: A puretone audiometric screening was administered to test how Celia hears at different pitches and loudness levels by responding to a 20dB tone at 1000 Hz, 2000 Hz, and 4000 Hz bilaterally. Celia passed the school-based puretone audiometric screening conducted this school year. ● Observations in the classroom and/or other relevant settings yielded the following pertinent functional information: Celia was observed in her classroom during a Math Workshop Mini Lesson. Students were seated in a circle along the edge of the carpet with a whiteboard and a marker. The lesson targeted identifying 10 more or 10 less than a given number. Celia was observed to actively engage in the lesson and raise her hand to participate. She was observed to not always complete both the 10 more and 10 less part of the task; however, she appeared as though she was trying to work through the task during the entire time. Inability to complete the task in the given time may be a result of slower processing speed or difficulty recalling all the steps for a multi-step task. On occasion, Celia produced an incorrect answer. When Mrs. T eacher held up her whiteboard to show the students the correct responses, Celia did not always change her answer to match the teacher’s. If the students were then required to find 10 more or 10 less from their answer, it resulted in subsequent responses also being incorrect. At the completion of the activity, Celia demonstrated the ability to follow the whole group direction and move to the independent work time; however, it was noted that Celia appeared to momentarily observe her classmates before moving to the next task. During testing, Celia came to the speech room willingly. She actively participated in all tasks across all testing sessions. She was not observed to experience testing fatigue, only occasionally engaging in a short break when offered by the examiner. When presented with auditory tasks with no visual supports, Celia occasionally required a repetition of the stimulus. During tasks where she was presented with multiple choice responses auditorily, Celia frequently selected the first or last choice presented. The results obtained during these sessions were judged to be valid and be a reliable indicator of Celia’s language skills. ● The following descriptive measures were used: ☒ Classroom Observation ☒ File Review (see Background Information) ☒ Parent Interview (see Background Information) ☒ Oral Language Sample Oral Language Sample Celia was engaged in a conversational language sample about what she did over April vacation. Celia mainly used simple sentences to discuss her Easter and a birthday party shewent to. She was observed to use filled pauses including “um” and “like” in addition to silent pauses where it appeared as though she was trying to recall an event. She used simple vocabulary, but did demonstrate higher level words related to a specific topic (e.g., “activator” when explaining how they made the slime). She occasionally produced sentences with grammatical errors, with the most frequent being over generalization of “ed” to irregular past tense verbs (e.g., run → runned). ● Standardized T ests were used: ☒ Yes ⬜No Peabody Picture Vocabulary T est – Fifth Edition (PPVT-5) Expressive Vocabulary T est – Third Edition (EVT-3) The Comprehensive Assessment of Spoken Language-Second Edition (CASL-2) Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5) The Peabody Picture Vocabulary T est, Fifth Edition (PPVT-5) assesses the student’s ability to choose, from a set of four, a picture that is named by the examiner. The standard score reflects how the student performed in comparison to a standardization sample of age-matched children. Test Standard Score Average Range Percentile Descriptive Term PPVT-5 88 85-115 21st Average Celia’s score indicates that her receptive vocabulary skills at the single-word level are in the average range when compared to age-matched peers. She demonstrated a relative strength in her ability to identify verbs. Some verbs she correctly identified include tearing, diving, annoying, leaking, and measuring. She demonstrated a relative weakness in her ability to identify nouns. Some nouns that she did not correctly identify include tunnel, package, ship, frame, xylophone, and electrician. Expressive Vocabulary Test, Third Edition (EVT-3) The Expressive Vocabulary T est, Third Edition (EVT-3) assesses a younger student’s ability to name pictures using a single word. With older students, the EVT-3 assesses the ability to provide a synonym for an orally-presented word that matches a picture. The standard score reflects how the student performed in comparison to a standardization sample of age-matched peers. Test Standard Score Average Range Percentile Descriptive Term EVT-3 80 85-115 9th Below Average Celia’s score indicates that her expressive vocabulary skills at the single-word level are below-average when compared to age-matched peers. A diagnostic analysis indicates that when asked to provide a synonym, “T ell me another word for ____” Celia almost always provided a rhyming word (i.e., a combination of real and nonsense words). This was even seenduring the trial items prior to the test. Examples as follows: Stimulus Celia’s Response T ell me another word for rock. Dock T ell me another word for little. Bittle T ell me another word for hat. Gat T ell me another word for present. Gesent T ell me another word for boat. Goat It is likely that Celia did not understand the task even after being provided corrective feedback during the trial item. Celia demonstrated a relative strength in her ability to label nouns and verbs. She demonstrated a relative weakness in her ability to label attributes. Attributes she was unable to label include sad, slowly, small, and same. It should be noted that some of these were presented in the synonym request format discussed above. A student’s standard score on the EVT-3 may be considered in comparison to a student’s score on the PPVT-5 in order to determine whether the expressive vocabulary, as measured by the EVT-3, is significantly different than the receptive vocabulary, as measured by the PPVT-5. Scores on the receptive and expressive single-word vocabulary measures were found to be significantly different. A discrepancy equal to or greater than that calculated for Celia was seen in 15% or less of the normative population. This difference indicates that Celia understands more than she is currently able to express. Comprehensive Assessment of Spoken Language-Second Edition (CASL-2) The Comprehensive Assessment of Spoken Language-Second Edition (CASL-2) measures spoken language across four structural categories: ● Lexical/Semantic: Knowledge and use of words and word combinations ● Syntactic: Knowledge and use of grammar ● Supralinguistic: Knowledge and use of language in which meaning is not directly available from the surface lexical and syntactic information ● Pragmatic Language: Knowledge of language that is appropriate across different situational contexts and ability to modify language according to the social situation The following subtests were used in this evaluation: ● The Receptive Vocabulary subtest measures comprehension of the meaning of a spoken word. . ● The Synonyms subtest measure recognition of words that have similar meanings, usingmultiple choice format with four choice options. ● The Expressive Vocabulary subtest measures knowledge, retrieval, and oral expression of a word that best completes a sentence. ● The Sentence Expression subtest measures the oral expression of accurate syntax, including appropriate use of grammatical morphemes, sentence structure, and word order. ● The Grammatical Morphemes subtest measures the knowledge, retrieval, and oral expression of inflections and function of words. ● The Sentence Comprehension subtest measures recognition of the meaning of sentences that have similar structures and words. ● The Grammaticality Judgment subtest measures the ability to judge the accuracy of syntax and to construct grammatically correct sentences. ● The Nonliteral Language subtest measures the ability to understand the meaning of spoken sentences independently from the literal interpretation of the surface structure. ● The Inference subtest measures the ability to apply knowledge from past experience to draw conclusions when they are not explicitly provided in the given context. Subtest Standar d Score Average Range Percentile Rank Descriptive Term Receptive Vocabulary 92 85-115 30th Average Synonyms 74 85-115 4th Expressive Vocabulary 74 85-115 4th Below Average Average Below Sentence Expression 96 85-115 39th Average Grammatical Morphemes 96 85-115 39th Average Sentence Comprehension 86 85-115 18th Average Judgment Grammaticality 83 85-115 13th Slightly Below Average Nonliteral Language 76 85-115 5th Below Average Inference 85 85-115 16th Average Celia demonstrated relative strengths during the sentence expression and grammatical morphemes subtests. She demonstrated a relative weakness during the synonyms and expressive vocabulary subtests. Based on her results during cognitive testing, it is possible thather performance on the synonyms subtest was impacted by her memory skills in combination with weaker vocabulary skills observed across testing. Index Scores Index scores are composite scores that are formed from combining the scores of selected subtests. Index scores provide information about a student’s strengths and weaknesses across receptive and expressive modalities, and across the structural areas of lexical/semantic, syntactic, supralinguistic, and pragmatic language. The following Index Scores were calculated for this assessment: ● General Language Ability Index Score: This score indicates the examinee’s general spoken language skills. spoken language skills. ● Receptive Language Index Score: This score indicates the examinee’s skill in auditory comprehension comprehension ● Expressive Language Index Score: This score indicates the examinee’s overall oral language skills across the categories of linguistic structure. language skills across the categories of linguistic structure. ● Syntactic Index Score: This score indicates the examinee’s overall ability to understand and use grammatical structures across receptive and expressive modalities. and use grammatical structures across receptive and expressive modalities. Results are as follow: Celia obtained scores in the below-average range when compared to age-matched peers for the General Language Ability and Receptive Language Indices. Her scores on the Expressive Language and Syntactic Indices are within the average range when compared to age-matched peers; however, it should be noted that her score on the Expressive Language Index does fall at the cut off between average and below average. These scores suggest that Celia struggles throughout her day to listen for pertinent information and understand academic concepts and directions

******CLICK ORDER NOW BELOW AND OUR WRITERS WILL WRITE AN ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION YOU MAY HAVE. OUR PAPERS ARE PLAGIARISM FREE*******."