Preschool Success Scenario
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Preschool Success Scenario

Do You Know An Alex?

Three-year-old Alex loves his preschool program—and all his new friends! Although he’s gregarious and has well-developed social skills, Alex gets frustrated when other kids don’t understand what he’s saying. His preschool teacher noticed that Alex doesn’t say some sounds correctly. In addition, she noticed that Alex had difficulty understanding her directions to the class, so she referred Alex for a speech/language evaluation to assess his needs.

Goldman-Fristoe Test of Articulation, Second Edition (GFTA™-2)He was administered the Goldman-Fristoe Test of Articulation, Second Edition (GFTA™-2) and the Clinical Evaluation of Language Fundamentals-Preschool, Second Edition (CELF® Preschool-2). Because Alex’s errors on the GFTA-2 indicated a moderate-severe disorder, his responses were also analyzed using the Khan-Lewis Phonological Analysis, Second Edition (KLPA™-2) to identify patterns in his sound errors. Results indicated that two developmental patterns are persisting at a high percentage of occurrence and are developmentally-appropriate candidates for intervention according to the KLPA-2 Supplemental Developmental Norms.

Clinical Evaluation of Language Fundamentals-Preschool, Second Edition (CELF® Preschool-2)The CELF Preschool-2 was administered to address concerns about Alex’s receptive language skills. Results indicated that his language skills were within normal limits. During testing, Alex was attentive and able to follow directions that were appropriate for a child his age. However, observations of Alex in his preschool program showed that he was very distracted by the other children in the classroom.

Khan-Lewis Phonological Analysis, Second Edition, (KLPA-2)To address Alex’s articulation and phonological concerns, a short course of speech therapy was initiated to target the appropriate suppression of two phonological processes. Also, the therapist recommended that the teacher stand by Alex, establish eye contact, and provide physical prompts (e.g., light touch to his arm or shoulder) when giving instructions to the class. Within a couple of months, Alex’s speech sound production improved dramatically and he was more focused in class.

These success scenarios represent some of the possible outcomes that can be achieved using diagnostic and intervention products from Pearson. The pictured children are models.