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Processing in Classroom Tasks

The Slingerland Screening Tests for Identifying Children with Specific

Language Disability- Form D is a criterion-referenced test that was administered in

order to assess processing abilities in tasks that were common to typical classroom

activities. The purpose of the Slingerland Screening Tests is “to identify those students in

a group who show potential language learning disabilities as well as those with evidence

of current specific language learning disabilities, or dyslexia” as well as to identify

students’ probable visual, auditory and kinesthetic strengths and weaknesses as well as

examines the integration between these modalities.

Complete the table below. There is no need to change the descriptions of subtests.

ANALYSIS OF PERFORMANCE: In this section, if the subtest is an area of strength,

area of need or there is informal information pertinent to that subtest, open it with a

sentence(s) that describes the child’s performance. For example, if your child struggled

with a certain subtest, write a sentence in the interpretation column that addresses this

(e.g., Joey struggled with this task as he often …). Also, add examples in this section

below that are important to how your child performed on the test such as ones that reflect

a pattern of errors/difficulties in an area of concern as well as examples that reflect

higher skills in an area of strength. Be thoughtful and purposeful with what you include.

Finally, report all types of errors such as inversions, reversals. Etc.

ACCURACY: fill in number correct out of the total & percentage correct

BELOW ARE THE VARIOUS TALBES THAT ADDRESS EACH FORM. DELETE THE

FORMS THAT DON’T APPLY TO YOUR CHILD AND FILL IN THE APPROPRIATE

COLUMNS.

Pre-Screening Form:

Subtest Description Analysis of Performance Accuracy

Subtest 1:Visual Stimulus(V-V: Visual Perception-Visual Association)

Measured Joey’s ability to visually perceive a letter or letters and scan and discriminate a set of 4 choices to find the match in that row.

Describe performance and any errors in these section (be specific re: reversals, poor formations, etc.)

Report number correct/total and percent correct.

Subtest 2:Visual Stimulus

Similar to Test 1, however, Joey was required to perceive

(V-V: Visual Perception-Visual Association)

words and discriminate between 4 choices to find the match.

Subtest 3:Visual Stimulus(V-V: Visual Perception & Memory-Visual Association)

This task required Joey to remember what was briefly presented to him on a card (shapes and letter(s)) and discriminate between 4 similar choices to find what he saw.

Subtest 4:Visual Stimulus(V-K-m: Visual Perception-Kinesthetic Association with Motor Response for Copying from Near Point)

Joey was expected to draw what he saw (shapes, letters, numbers) on the paper in the corresponding blank box. This required visual discrimination and fine motor skills.

Subtest 5:Auditory Stimulus(A-V: Auditory Perception with Short Recall- Visual Association)

While looking at a row of 3 similar pictures, Joey was directed to mark the picture that was orally described to him.

Subtest 6:Auditory Stimulus(A-V: Auditory Perception-Visual Discrimination: Symbol level)

Joey heard the examiner say a letter of the alphabet then was directed to reveal a set of 4 letters and mark the letter he remembered.

Subtest 7:Visual Stimulus(V-V-K-m: Visual Perception & Memory-Kinesthetic Association with Kinesthetic-motor Response)

First, Joey was required to number the 10 boxes. Then, he was shown a card with a picture for 6 seconds, waited 6-10 seconds and then was directed to draw the picture he remembered seeing.

Subtest 8:Auditory Stimulus(A-V: Auditory Perception with Comprehension- Visual Association: Picture-Object level)

Required Joey to hear a brief story, wait, then reveal a set of 3 pictures and mark the picture that represented the story. This required auditory perception with comprehension and recall.

Subtest 9:Visual Stimulus(V-K-m: Visual Perception-Kinesthetic Association for Copying from Far Point)

Similar to Test 4, Joey was expected to copy shapes and letters, however, this task required him to copy from a chart on the wall.

Subtest 10:Auditory Stimulus(A-A: Auditory Perception-Auditory Discrimination with Specific Motor Response to show Discrimination)

This was a phonological awareness task that required Joey to hear a series of 3 words and indicate whether or not the words were the same. This required Joey to discriminate between sounds he heard.

Subtest 11:Auditory Stimulus(A-V-K-m: Auditory Perception-Visual Discrimination & Association @ Symbol Level Linked with Kinesthetic-motor)

Similar to Test 6 in that Joey heard the examiner say a letter, however, this time Joey saw a set of 3 letters (to aid in recall) and then was required to write the letter he heard.

Subtest 12:Auditory Stimulus(A-V: Auditory Perception & Discrimination-Visual Association @ Picture-Object level with Simple Motor Response)

Measured an aspect of phonemic awareness. Joey was shown a set of 3 pictures, given the names of the pictures and then instructed to mark the picture that began with a particular sound (initial sound).

FORMS: A-C


VISUAL TASKSSubtest 1:Copying: Distance Copying

Measured visual perception in association with a kinesthetic-motor response. Given a 10 minute time limit, Joey copied a short story hanging on the wall, with little emphasis on memory.



Subtest 2:Copying: Near Point Copying

Measured visual perception in association with a kinesthetic-motor response. Given 5 minutes, Joey was required to copy words from models presented on his testing booklet, with little emphasis on memory.

Subtest 3:V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words to Joey in his test booklet and required him to match the first word in the set with the same word in the list below.

Subtest 4:V-PVisual Perception Matching: Recognition Task

Visual perception and memory are required to match one item to another item that must be visually discriminated from among several choices. Joey was briefly shown a card containing a word, group of letters or numbers for 5 seconds. After 10 seconds, Joey was instructed to flip his test booklet over and underline what he just saw (a recognition task).

Subtest 5:V-P-M-KVisual Perception & Memory linked to a Written Response: Recall Task

Evaluated Joey’s visual functioning, memory and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and a phrase. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKSSubtest 6:A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured Joey’s ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard (a recall task).

Subtest 7:Phoneme-Grapheme Associationwith a Written Response

Measured Joey’s auditory perception and discrimination between words that sounded very much alike. This test required Joey to distinguish between initial and final consonant sounds between 2 words.

Subtest 8:A-P-DAuditory Perception & Discrimination: Recognition Task

Evaluated Joey’s auditory perception and memory. In this test, Joey was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or five similar choices (a recognition task).

FORM D:







Measured visual perception in association with a kinesthetic-motor response. Given 4 minutes, Joey was

required to copy words from models presented on his testing booklet, with little emphasis on memory.

Subtest 3:V-P-MVisual Perception & Memory

Measured visual perception and memory of words and groups of letter and numbers with brief exposure and time in between for a distraction. The student was briefly shown a card containing a word, group of letters, or group of numbers for 5 seconds. After 10 seconds, the student was instructed to flip the booklet over and cirlce what was just seen (a recognition task).

Subtest 4:V-PVisual Perception Matching: Recognition Task


Subtest 5:V-P-M-KVisual Perception & Memory linked to a Written Response: Recall Task

Evaluated Joey’s visual functioning and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and a phrase. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKSSubtest 6:A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured Joey’s ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard.

Subtest 7:Phoneme-Grapheme Associationwith a Written Response

Measured Joey’s auditory perception and discrimination between words that sounded very much alike. This test required Joey to distinguish between initial and final consonant sounds, as well as medial vowel sounds between 2 words.

Subtest 8:A-P-D

Evaluated Joey’s auditory perception, memory, and visual association. In

Auditory Perception & Discrimination: Recognition Task

this test, Joey was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among five similar choices.

Subtest 9:Auditory Perception & Individual Orientation

Measured Joey’s ability to follow oral directions as well as recall and write personal information (i.e., name, school, address, etc.).

JR. HIGH FORM:







Measured visual perception in association with a kinesthetic-motor response. Given 3 minutes, Joey was required to copy 12 words presented in his test booklet, with little emphasis on memory.

Subtest 3:V-P-DVisual Perception & Discrimination: Recognition Task


Subtest 4:V-DVisual Discrimination

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words in the booklet and required the student to match the first word in the set with the same word in the list below.

Subtest 5:V-P-M-KVisual Perception & Memory linked to a Written

Evaluated Joey’s visual functioning, memory and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms,

Response: Recall Task

and phrases. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKSSubtest 6:A-DAuditory Discrimination of words

A phonemic awareness task, which measured Joey’s auditory perception and discrimination of words. This test required Joey to hear a set of two words, determine if they were the same or different and indicate this in his booklet.

Subtest 7:A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured the ability to memorize phrases or number groups by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard (a recall task).

Subtest 8:A-P-DAuditory Perception & Discrimination: Recognition Task

Evaluated auditory perception, memory, and visual association. In this test, the student was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or five similar choices.

Subtest 9: Listening ComprehensionSimulated lecture and note-taking

Measured how much factual information Joey can recall correctly after a short paragraph was read aloud. The paragraph was read only once and Joey was given 10 minutes to perform.

Subtest 10:Spelling test-Auditory to Motor

This simulated spelling test measured Joey’s ability to hear a word dictated then write the word, as he heard it.

HIGH SCHOOL FORM:


Subtest 1:Visual to Kinesthetic-Motor (distance copying)




Subtest 2:Visual to Kinesthetic-Motor (near point copying)

Measured visual perception in association with a kinesthetic-motor response. Given 5 minutes, the student was required to copy an outline from a model presented in the booklet, with little emphasis on memory.

Subtest 3:Visual Perception & Memory

Measured visual perception and memory of words and groups of letter and numbers with brief exposure and time in between for a distraction. The student was briefly shown a card containing a word, group of letters, or group of numbers for 5 seconds. After 10 seconds, the student was instructed to flip the booklet over and underline what was just seen (a recognition task).

Subtest 4:Visual Discrimination

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words in the booklet and required the student to match the first word in the set with the same word in the list below.

Subtest 5:Visual Perception & Memory to Kinesthetic-Motor

Evaluated visual functioning, memory and motor performance. The student was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and phrases. After a 10 second pause, the student was instructed to flip the booklet over and draw/write what was just seen (a recall task).

AUDITORY TASKSSubtest 6:Auditory to Visual-Kinesthetic:Auditory memory & recall task

Measured the ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, the student was instructed to turn the test booklet over and write exactly what was just heard (a recall task).

Subtest 7:Auditory to Visual-KinestheticSound/Symbol association

A phonics task, which measured auditory perception and discrimination of beginning, middle vowel and ending sounds. This test required the studnet to hear a word and write the requested letter(s) associated with the sound.

(phonics task) Subtest 8: Auditory to VisualAuditory memory & recognition task

Evaluated auditory perception, memory, and visual association. In this test, the student was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or five similar choices.

Subtest 9: Listening Comprehension & Note-taking:Simulated Class Lecture

Measured how much factual information the student can recall correctly after a short paragraph was read aloud. The paragraph was read only once and the student was given 10 minutes to perform.

Subtest 10:Auditory to Kinesthetic: Spelling test

This simulated spelling test measured the ability to hear a word dictated then write the word, as it was heard.

Summarize your child’s performance on the Slingerland

The Quick Smart Profile for Kids is an informal multiple intelligence scale that

measures how children view their own self-image, interests (likes and dislikes), and

strengths. The student was required to answer a variety of questions about how he

typically behaves and chooses to interpret the world around him. The test consists of 64

multiple-choice questions each worth one point. The points were counted in each

category depending on Joey’s answer selection. Joey scored the highest in ___ and

lowest in ____. This test indicates that, for the most part, Joey was …

Put the below intelligences in the correct order according to your student’s

results.

The Quick Smart Profile for KidsMultiple Intelligence Scale

Intelligence Area Description

Self-report Ranking(listed from strongest to

weakest)

SpatialYour orientation toward the physical world of observable "things":

paying attention to landscape, maps, photographs, fashion, graphs, spatial games, movies, etc

Physical Understanding & expressing with your body: acting, dancing, sports or games.

Interpersonal

Your understanding of other peoples' feelings, desires and ideas: mediation, diplomacy, collaboration, group process, leading

others & friendship.

LogicalHow you organize and reason: organization of drawers, office, and

systems of knowledge; your reasoning in logical games and puzzles, computers & science.

LinguisticYour understanding and expression of verbal language, especially words, stories, sounds, meaning, spelling and grammar: making

verbal notes, reading, writing, playing with language, making speeches, etc.

Quantitative

Your orientation toward numbers and the symbolic representation of quantity: calculation, using mathematical rule systems such as

algebra, familiarity with such relations as proportions (as in cooking, figuring out the price of items on sale), ratios and

equivalencies; the use of proofs as a way to solve problems.Intrapers

onalYour understanding and expression of yourself: self-reflection,

solitude, working alone, leading others through example, pursuit of personal growth.

MusicalYour understanding and use of melodic and harmonic sounds as they unfold across time: songs and musical rhythms, styles and

themes.

The School Motivation and Learning Strategies Inventory (SMALSI) is a

standardized norm-referenced self-report inventory designed to assess 10 primary

constructs associated with academic motivation and learning and study strategies, 7 of

which focus on student strengths and 3 of which focus on student liabilities. The

student’s scores were compared to a nationally representative sample of students of the

same age and reported as T-scores.

The following guide will assist in interpretation of the SMALSI T-scores:

T-Scores:

……..……..………30………….….40……....…50……….....60..……….

…….70………...........Strength Inadequately Below Average Very Well Extremely well Scales Developed Average Developed Developed

Liability Minimally Less No More Moderately ExtremelyScales Problematic Problematic Problematic Problematic Problematic

SMALSI- School Motivation and Learning Strategies InventoryA norm-referenced self-report questionnaire completed by the student.

Category T-Score( =50, S=10)

Interpretation

Student Strength ScalesLow scores indicate areas of concern as the student reports lacking these skills or strategies.

STUDYStudy Strategies: selecting important information, relating new to previously learned information, memory strategies for encodingNOTENote-taking/Listening Skills: discriminating important material when taking notes, organizing notes, efficiency in note taking.READReading/Comprehension Strategies: previewing, monitoring, and reviewing texts, including self-testing, to ensure understanding.WRITEWriting/Research Skills: researching topics in a variety of ways, organizing writing projects, monitoring and self-checking for errorsTESTTest-Taking Strategies: increasing efficiency in test taking, including eliminating unlikely answers and strategic guessing.TIM/ORGTime Management: effective use of time to complete assignments, understanding of time needed for academic tasks.Organizational Techniques: organizing class and study materials, structuring assignments including homework and other projects.

Student Liability ScalesHigh scores indicate areas of concern as the student reports high levels in that area.

LOMOTLow Academic Motivation: lack of intrinsic motivation to engage and succeed in academic tasks.TANXTest Anxiety: student’s experience of debilitating symptoms of test anxiety, lowered performance on tests due to excessive worry.CONFIDConcentration/Attention Difficulties: difficulty attending to lectures and other academic tasks, monitoring and adjusting attention to performance, concentrating and avoiding distractions.

Categories in which Joey indicated concerns on the SMALSI

Category Common Characteristics Example of Items of concern

Processing in Classroom Tasks Summary:

Provide a summary of his skills evidenced by the Slingerland subtests and

QuickSmart. Use the Slingerland manual to draw conclusions about what types of tasks

s/he performs well on and/or struggles with. Again, do not report subtest names/skills but

rather bring all the information together into a single picture of his/her performance.

TABLES FOR THE APPENDIXCOMPLETE ONLY THE TABLE FOR YOUR CHILD AND DELETE THE REST. THESE WILL BE INSERTED AT THE END OF THE REPORT.

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Form A, B & C

Test Number Test Name Number

Correct Total Accuracy

VISUAL TASKS1 Copying: Distance Copying % correct2 Copying: Near Point Copying % correct

3 V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

% correct

4 V-PVisual Perception Matching: Recognition Task

% correct

5V-P-M-KVisual Perception & Memory linked to a Written Response: Recall Task

% correct

AUDITORY TASKS

6

A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

- Letters- Numbers- Spelling

% correct% correct% correct

7

Phoneme-Grapheme Associationwith a Written Response

- beginning sounds- middle sounds- ending sounds


8 A-P-DAuditory Perception & Discrimination: Recognition Task

% correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Form D




3 V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

% correct

4 V-P % correct

Visual Perception Matching: Recognition Task


% correct

AUDITORY TASKS

6

A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

- Letters- Numbers- Spelling


7

Phoneme-Grapheme Associationwith a Written Response

- beginning sounds- middle sounds- ending sounds



% correct

9 Spatial Orientation & Personal information % correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Junior High Level (Neva Malcomesius)




3 V-P-DVisual Perception & Discrimination: Recognition Task

% correct

4 V-PVisual Perception Matching: Recognition Task

% correct


% correct

AUDITORY TASKS

6 A-DAuditory Discrimination of words

% correct

7A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

% correct


% correct

9 Listening Comprehension % correct

Simulated lecture and note-taking10 Spelling test-Auditory to Motor % correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – High School Form



VISUAL TASKS

1 Visual to Kinesthetic-MotorDistance copying

% correct

2 Visual to Kinesthetic-MotorNear-point copying

% correct

3 Visual Perception and Memory: Visual memory & recognition task

% correct

4 Visual Discrimination and Perception: Visual recognition task

% correct

5 Visual Perception and Memory to Kinesthetic-Motor: Visual memory & recall task

% correct

AUDITORY TASKS

6 Auditory to Visual-Kinesthetic: Auditory memory & recall task

% correct

7 Auditory to Visual-Kinesthetic: Sound/Symbol association (phonics task)

% correct

8 Auditory to Visual: Auditory memory & recognition task

% correct

9 Listening Comprehension & Note-taking: Simulated Class Lecture

% correct

10 Auditory to Kinesthetic: Spelling Test % correct

Slingerland–Form ?? Error AnalysisTest

Number Insertions Substitutions Omissions Reversals Inversions Transpositions123456789

TOTAL

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