Teaching · Special Education

Scores, sample and class picture, in one record.

Tick what was assessed, enter the scores and the language sample counts. The summary groups results by domain, works out the sample measures and tells you what is missing before the team meets.

Start a results recordWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The results organizer

One record per student and evaluation. The example scores and sample are made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Scores grouped by domain with distance from the mean, the language sample worked out, intelligibility, what is missing, and the class picture, ready for the team meeting.
Who it is for
Speech-language pathologists reporting a communication evaluation, and special education teams reading it alongside the rest of the evaluation.
Format
Browser organizer. One saved record per student and evaluation; printed with its summary or as a blank form; CSV of the score rows; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
words built from morphemes
Drawn for this page. Mean length of utterance counts the meaningful pieces in each utterance, so jump, jumps and jumped count differently.

How to use it

  1. Start a record with a code or initials and the evaluation date.
  2. Tick the domains assessed and the languages the student uses and was tested in.
  3. Enter each score with its domain, then the sample counts: utterances, morphemes and grammatically complete utterances.
  4. Describe how the student communicates in lessons and with peers.
  5. Print the summary and read the flags before the meeting.

Start a results record

Reading communication results

How the sample is worked out

MLU in morphemes is the morphemes counted divided by the utterances. Percent grammatical is the grammatically complete utterances divided by all utterances. Count morphemes with one set of rules every time, such as Brown’s.

What it is not

It applies no norms to the sample and no cutoff to the scores, and it does not decide eligibility. The team decides with the full evaluation and the criteria it is bound by.

Students who use two languages

A student learning English can score low on English tests without a language disorder. Testing in both languages, dynamic assessment and a sample in the home language help separate the two.

Sources

  1. Brown, R. A First Language: The Early Stages. Harvard University Press, 1973: morpheme counting rules for MLU.
  2. Miller, J. F., and Chapman, R. S. (1981). The relation between age and mean length of utterance in morphemes. Journal of Speech and Hearing Research, 24(2), 154 to 161.
  3. Individuals with Disabilities Education Act regulations, 34 CFR 300.304(c)(1): assessments in the language and form most likely to yield accurate information.
  4. American Speech-Language-Hearing Association. Bilingual Service Delivery (Practice Portal), asha.org.

The example student, scores and sample are made up. Support: team@caveatacademic.com.