Teaching · Speech & Language

What a student understands the first time, and what needs a repeat.

Give ten short tasks, from a one-step direction to a why question about a story, and mark each one got it, after a repeat or not yet. Note how the student coped. The summary groups what was missed and checks hearing and language background before anyone reads too much into it.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The screening organizer

One screening per student. Use initials or a code, never a name. The tasks are written for this page; the example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, results on ten tasks in three groups, how they coped, hearing and language details and the outcome, with a summary of what was got the first time, after a repeat and not yet, and what to check before trusting it.
Who it is for
Speech-language pathologists and early childhood and special education teachers screening listening and understanding in preschool to middle school.
Format
Browser organizer. Several saved records; printed with the summary or as a blank paper form with the tasks; CSV with one row per student; 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 Speech & Language toolkit ($79) 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 Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. A student who catches the first part of a direction and loses the rest often looks like a student who is not paying attention.

How to use it

  1. Start a record with the student’s initials or a code; note the grade, the language you screen in and hearing status.
  2. Say each direction once, without pointing or looking at the objects; mark the result.
  3. Check the concept words with objects or pictures, then read a short story aloud and ask the questions.
  4. Tick how the student coped; it often says as much as the results.
  5. Choose the outcome and, for monitoring, a date to screen again.

Start a screening

What the screening is for

A screening, not a test

The tasks are short, original and have no norms, so there is no score and no cut-off. They show whether to look closer. A student who misses several, or copes by watching others, may need a full evaluation with standardized and informal measures by a speech-language pathologist.

Check hearing and language first

A student who cannot hear well, or who is still learning English, can miss tasks for reasons that have nothing to do with a language disorder. The summary flags both. Screen in the home language when you can.

Referral and consent

A referral goes to the team, which decides whether to evaluate. An initial evaluation needs the parent’s informed written consent under IDEA. Records use a code, never a name, and stay in this browser.

Sources

  1. American Speech-Language-Hearing Association. Practice Portal: Spoken Language Disorders, on screening and assessment (asha.org/practice-portal).
  2. Paul, R., Norbury, C., and Gosse, C. (2018). Language Disorders from Infancy Through Adolescence (5th ed.). St. Louis: Elsevier.
  3. Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., and the CATALISE-2 consortium (2017). Phase 2 of CATALISE. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.300(a) (parental consent for initial evaluation) and 300.304(c)(1) (assessments in the child’s native language).
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The screening has no norms, gives no score, does not diagnose a language disorder and does not decide eligibility. Support: team@caveatacademic.com.