Components of a Communication Evaluation

Typically developing verbal and written language skills are dependent on auditory processing skills and cognitive skills, as well as, the biological functions of respiration and feeding. Auditory Processing skills include the ability to perceive, attend to, discriminate, isolate, store and manipulate the auditory aspects of language.

When communication skills fail to develop following a typical developmental pathway, or are interrupted by injury or disease, it may be necessary to evaluate a child’s current level of functioning in all areas that may be impacting failure to develop adequate communication skills. There are discrete aspects of the human communication system that must be assessed.

The first aspect is the Phonemic System, or the sound system of a language. It includes:

• Articulation - ability to produce motor movements that result in the individual sounds of the language in connected speech
• Oral Motor Function – adequate oral motor structure and function to produce the sounds in the language
• Phonemic Awareness - understanding that language is made up of individual sounds and how to manipulate them

The second aspect to be assessed is the Language System which is a common set of arbitrary symbols and rules used to formulate and convey ideas. The language system includes both Receptive Language and Expressive Language.

• Receptive Language is the ability to comprehend spoken and written aspects of language. It includes tasks like "touch the…" or "show me …. "; no verbal response is required.

• Expressive Language is the ability to use the aspects of language to convey ideas verbally and in writing and would be demonstrated in tasks, such as, "tell me…", "describe …" or direct answers to questions

The Language System includes rule based sub-systems that govern form, content and use. They include:

• Semantics, which is the comprehension (receptive) and use (expressive) of vocabulary. It includes single word vocabulary, categorization and contextual meanings.
• Morphology is the comprehension and use of rules to modify words in order to alter their meanings (tenses, plurals, etc.).
• Syntax is the comprehension and use of word order to convey meaning. (Morphology and Syntax make up what is traditionally considered to be Grammar.)
• Pragmatics is the comprehension and use of social aspects of communication and it includes nonverbal communication, use of personal space, inflection and patterns of speech, and appropriate utilization of language to accomplish a desired outcome in the specific communication context.

The third area assessed in a communication evaluation is Voice, which is the quality and patterns of voice production that may indicate the presence or absence of vocal misuse, vocal abuse or pathology.
The final area of assessment in communication is Fluency or the ability to communicate ideas with fluent and gentle speech and body language. The absence of Fluency is referred to as Dysfluency and commonly called Stuttering.

Although information regarding the child’s skills in each discrete aspect of communication is essential to gather it is also crucial to evaluate all of that information in the context of the child’s Communication as a WHOLE! So the final part of the assessment is determining the child’s strengths and obstacles in communication and how all areas of communication work together to assist the child in academic and social success!

Developed by Janice Guice, M.A., C.C.C.-S.L.P., 2003