Worksheet

Nombre Alumno:......................................................................... Birth Date:.........................

Examiner:...................................................................... Fec. Evaluación:.........................
Chronological Age:.............................................. Age Lang. Expr:................................

Typical behavior - : Conducta no Presente

Conduct occasionally present NA: not managed

Scale for Expressive Language Development

Age in Conduct Reference Evaluation

(Approx.)
0–1 Other vocalizations besides crying. Reel E–2
1–2 Repeat the same syllable (c-v or v-c) Reel E–5
2-3 Vocalize two or more different syllables Reel E–9
3–4 Use sounds like 'p', 'b', or 'm' (bilabial vocalization) Reel E–12
4-5 Use sounds similar to 'o' and 'u'. Reel E–13
5-6 Vocalizes and babbles to other people on their own initiative. Reel E–16
6–7 Use some word as vocal expressions (like if Reel E–21
name some objects in your own language
7-8 Vocalize in sentences - as expressions, without using Reel E–22
true words (the pattern of }
intonation)
8–9 Use some gestures (like nodding your head for "no", "yes", Reel E–25
etc.
9–10 Use slang (short sentences, like expressions of 4 or more) Reel E–30
syllables, without true words and with a pattern of
evident intonation.
10–12 Try to include new words (spontaneous imitation) Reel E–30
when looking at a sheet, etc.)
12–14 Try to obtain an object using your voice, signaling and Reel E–38
gesture.
14-16 Use some clear words within the jargon. Reel E-39
16-18 Use more words than gestures to express your Reel E–43
needs and desires.
18-20 Imitate some sentences of 2 or 3 words Reel E–46
(espontáneamente, probablemente sean telegráficas y
ecological in quality.
20–22 Combine words into simple sentences (like dad come, Reel E–49
here, this, bye, etc.)
22 - 24 Usa algunas oraciones de 3 palabras ( como: “quiero agua Reel E- 52
me

Observations:................................................................................................................................................
......................................................................................................................................................................

_________________________
SIGNATURE
 Worksheet

Nombre Alumno:......................................................................... Fec. Nac.:.........................

Examiner:...................................................................... Date of Evaluation:..........................
Chronological Age:.............................................. Age Leng. Express:................................

Typical behavior Behavior Not Present

Behavior present occasionally NA: not managed

Scale for the Development of Receptive Language

Age in Conduct Reference Evaluation

months
(Approx.)
0–1 It stops its activity when a sound approaches. Reel E - 1
1–2 Seems to listen to the speaker. Reel E–15
2–3 Look at the lips and mouth of the speaker. Reel E-9
3–4 Deliberately turn your head towards the source Reel E–10
vocal (source search).
4-5 Recognizes and responds to its own name Reel E–14
5-6 Seems to recognize words, such as: 'dad, bye, Reel E–17
mom, "tec.
6–7 Respond with appropriate gestures to such words. Reel E–20
["come","up","hello","bye"]
7–8 He stops his activity when called. Reel E–23
8–9 He halts his activity in response to the 'no' Reel E–26
9–10 Deliver a toy or another object when it is not given. Reel E–30
they request verbally.
10–12 It seems to understand simple questions such as: 'Where Reel E–32
is the ball?

Observaciones:..............................................................................................................................................
......................................................................................................................................................................

_________________________
SIGNATURE
 SCALE FOR THE APPARITION OF RECEPTIVE–EXPRESSIVE LANGUAGE
REEL SCALE

The present procedure constitutes a guideline based on data from A. Gesell for children between 0 and 3.
chronological age.
It was designed by a group of specialists from the C.I.D. of Saint Louis, led by Laura Lee. This
The test was translated and applied to hearing children with hearing impairment. It allows for an appreciation of all
the areas of language.

STAGES:

Clinical Observation:
It can be applied at the beginning and at the end of the evaluation, with a maximum time of 30 minutes.
For the direct observation of the child. The older the age, the longer the time.
Se realizan actividades lúdicas de acuerdo a la edad e interés del niño, a fin de apreciar su
spontaneous linguistic behavior, taking into account the items presented in the test.
This is how the answers provided by the informant can be verified or confirmed.
The materials must be meaningful toys for the child; the lower the complexity, the less
attention dispersion, therefore, simple things are required. For example: car, iron, doll,
phone, etc.

Some conditions for its application:

Allow time for the child's adaptation.
Do not press him in any way.
Use a voice with a comfortable intensity (voice for personal dialogue).
If support for orders with gestures is required.
The orders to be used will always be simple.
The procedure will be suspended after two negative responses (recommended to do so.
with three consecutive negative answers).

This procedure allows:

Appreciation of behavioral traits
Receptive–Comprehensive Language
- Auditory aspect
- Habits of attention to lipreading.
- Understanding of spoken language
- Understanding gestures, expressions, and situations.
Expressive Language
- Emissions.
- Spontaneous form of communication.
- Motor skills

Interview with the Informant:

It is important that the adult in charge of the minor is the one who responds to the requirements.
since it will allow us to know data regarding the evaluation of language and current forms of
communication of the child. In addition, we can appreciate the information he provides in contrast
to the behavior observed by us.
It is recommended that each situation be contextualized in order to facilitate understanding of the
informant and therefore, their responses will be more reliable.
 REEL SCALE
SCALE FOR MEASURING LANGUAGE SKILLS IN CHILDHOOD

Nombre:________________________________________________________________________
Fecha de Nacimiento:________________ Edad:______ años:______meses
Fecha de Examen:_________________________________________________________________
Informant: ______________________________________________________________________

Relationship with the boy or girl:

FATHER MOTHER BOTH OTHERS
Others (Indicate relationship):

Important data :____________________________________

Receptive language age (eir): ____________________________________
Expressive language age (ele): ____________________________________
Combined language age (elc)(eir+ele:2=elc):_____________________

Observations:
Identificación del Evaluador:_________________________________________________________

PERIOD OF CHRONOLOGICAL AGE

0 A 1 Month
R1- Startled response to noises E1- Frequent sobbing
sudden.
R2- Stops the activity when approaching E2
- Start vocalizing randomly,
to a sound besides the crying.
R3- He/She calms down with a familiar voice or
E3- Vocalize predominantly
friendly. sounds similar to /e/i/.
1 to 2 Months
R4 - Direct attention to other voices E4 has a special "cry" for it.
frequent hunger.
R5 seems to listen to the speaker. E5- Sometimes it repeats the same
sound while it is lulled or
mumbles.
R6- The speaker often looks at E6- Develop vowel signs of
respond with smiles. pleasure.
2 to 3 Months
R7- Responds When speaking while looking E7 - Occasionally responds with
directly at the speaker's face. vocalizations to stimulation
loud or on the line
R8- Regularly locates the speaker E8 - Use laughter and other expressions
with the eyes. vocalizations of pleasure when
play.
R9- Frequently looks at the lips and E9 - Often vocalizes with two or more
mouth of the speaker different syllables
 3 to 4 Months
R10 Deliberately turns the head to E10 Often laughs during play
the vocal source. with objects.
R11 Mira around looking for the E11 Stammer (repeats regularly)
speaker series of the same sounds
especially when they are alone
R12 Usually gets scared or upset with E12 Often uses sounds such
the angry voices. like /p/b/m/.
R13 Regularly locates the source E13 Uses vowels similar to /o/u/i/.
vocal with confidence.
R14 recognizes and responds to its own E14 Expresses anger or annoyance with
name vocal patterns different from
crying.
R15 usually stops 'talking' E15 Usually stops the babbling
when someone speaks it in response to the stimulation and
applies but can,
occasionally continue the
babbling for a brief time.
5 to 6 Months
R16 Through body gestures and E16 Take the initiative to vocalize and
facials seem to demonstrate being capable babble differently from the others.
to distinguish general meanings
of alert, anger, friendly voices.
R17 seems to recognize words like E17 Occasionally vocalizes 4 or more
["mom","dad","bye","etc."] different sounds at the same time.
R18 stops in response to the 'no' for E18 Play by making sounds or noises
at least half of the time when alone or with others.
6 to 7 Months
R19 seems to recognize names of the E19 Begins babbling of 2 syllables
family members within the (repeat combinations of 2 or
connected language, even when the more different sounds).
the named person is not here
view
R20 Respond with appropriate gestures E20 Responds with vocalization for it
before words such as 'come' menos la mitad de las veces que
up, etc. he is called by his name.
R21 Pay some attention to the music or E21 USA some expressions
songs. vowel sounds as words y
it would seem as if I named
some things in your own
tongue
7 to 8 months
R22 Frequently Seems to Address E22 is occasionally expressed as
long conversations among others. in sentences with vocalizations,
sin usar verdaderas palabras
(beginning of jargon)
R23 Regularly halts its activity. E23 Plays with gestures and sounds.
R24 seems to recognize the name of E24Occasionally 'sings alone'
 common objects when you to some song or music
they name. familiar, without using true
words.
8 to 9 Months
R25 Seems understand some E25 Uses some sign language, such as
simple verbal requirements. shake the head for 'no'
etc.
R26 Regularly stops its activity E26 Often imitates the sound of
in response to the 'no'. number of syllables used by
others in verbal stimulation.
R27 Maintains interest for 1" or E27 Their expressions now contain
more looking at a sheet, if this is more consonants than at 6
narrated. months.
9 to 10 Months
R28 seems to enjoy hearing words E28 Often says its first
new words (pa-pa, ma-ma, or the
name of a toy or a
spongy animal.
R29Generally, it can "listen" to the E29 Use some exclamations like
speaker without getting distracted by others ah-ah
sound.
R30 Often delivers a toy or E30 often uses slang (sentences
another object to the parents before a short as expressions of 4 or
requirement. more syllables, without words
true.
10 to 11 Months
R31 Occasionally Obeys orders E31 Commonly uses slang while
simple as 'put it there'. play.
R32 seems to understand simple questions E32 Starts games with gesturesy
like: where is the ball? sounds.
R33 responds to the musical rhythm with Occasionally tries to imitate
body and hand movements in new words.
approximate times to the music
11 to 12 Months
R34 Demonstrates understanding R34 Use 3 or more words with some
responding with gestures regularity.
appropriate for some kind of
verbal requirements.
R35 generally shows deep R35 "Conversation" with toys y
attention when speaking for periods people throughout the day, using
longer periods of time. long verbal patterns
R36 Demonstrates understanding by giving R36 Frequently respond a
appropriate verbal response to a songs or rhythms through
requirement, e.g. "just say it." vocalizations.
12 to 14 Months
R37 seems to understand new words E37 Use 5 or more words with any
every week. regularity.
R38 Seems to understand feelings and E38 Treatment to obtain objects
mood states of the speaker. desired using the voice, along with
 gestures and signs.
R39 Maintains interest for 2" or more E39 True words appear in
looking at a sheet if you count it. his jargon.
14 to 16 Months
R40 Demonstrates Understanding E40 Use regularly 7 or more
selecting and bringing an object true words.
familiar from another piece, when it
they ask for it.

R41 recognizes and identifies objects or E41 Use more frequent of

sheets of objects, when it is given consonants such as:
they name. /t/d/n/j/.
R42 Clearly recognizes the name of E42 generally communicates with
various parts of the body: hair, mouth true words along with
ear, etc. gestures.
16 to 18 Months
R43 Capture simple questions and continue 2 Use more words than screams to
consecutive directions with a express wishes and needs
ball or another object.
R44 Remember and associate new words E44 Starts to repeat words,
by categories, e.g. food, interfering in a
clothes, animals, etc. conversation.
R45 Before requirements simple E45 shows a continuous and gradual
identify 2 or more familiar objects vocabulary increase.
among a group of 4 or more objects
relatives.
18 to 20 Months
R46 Ante requirements verbal ["E46 imitates sentences of 2 and 3 words."]
point out several parts of the body and
clothes on a sheet.
R47 Shows understanding for E47 Imitates environmental sounds like
appropriate response to actions engines, animals, etc. while
such as: 'come', 'sit down', 'leave plays alone.
that, etc.
R48 Shows understanding of E48 has a vocabulary of, to the
pronouns personnel before minus 10 to 20 words.
orders such as "give it to her"
give it to me.
20 to 22 Months
R49 Follow a series of 2 or 3 commands.E49 Start combining words
very simple, but correlative. in simple sentences like 'daddy'
come on, goodbye mom
R50 Recognizes words new E50 Says more and more new
words
daily, even at speed every week.
growing.
R51 recognizes and identifies almost all the E51 Tries to recount their experiences
common objects and sheets of using a combination of
common objects, when it is jargon and true words.
they name.
22 to 24 Months
R52 Ante requirement verbal E52 Occasionally uses sentences of
select an item from a group of 5 three words.
or more different items such as:
comb, spoon, etc.
R53 seems to understand meanings and E53 refers to itself using its
reasons for linguistic expressions, proper name.
not just words and sounds.
R54 Understands sentences more E54 Begins a use some
complex with subordinate clauses: pronouns but makes mistakes
when we go to the store you syntactic.
I will buy an ice cream.
24 to 27 Months
R55 Demonstrates comprehension of E55 Commonly uses sentences of 2
actions (forms verbal) or 3 words.
selecting appropriate sheets;
for example, choose the sheet correctly
where are they eating.
R56 When asked, points out parts E56 Often uses pronouns
body minors: cheeks, elbow personally correctly: I,
etc. you, he, etc.
R57 Recognizes and identifies categories E57 pide help before some
family generalities. personal need: to go to the bathroom,
washing hands, etc.
27 to 30 Months
R58 Associate words through function, E58 Name at least one color
responding correctly a in the correct way.
questions like: What do you use to...?
What do you eat with?
R59 Includes different sizes of E59 refers to itself using
a group of similar objects. pronoun, more than its own
name.
R60 Recognizes name and sheet of E60 Repeat 2 o more numbers
common objects. correctly.
30 to 33 Months
R61 Demonstrates understanding of all E61 says the gender when asked
the most common verbs. Question: Are you a boy or a girl?
R62 Understands very long sentences and E62 When asked, explains the
complex. name of what has been drawn.
R63 Understands the adjectives the most E63 says your first and last name if you know it
common. they ask.
33 to 36 Months
R64 Shows interest in explanations of E64 regularly reports experiences
"why" things are and "how" recently passed, those that
they work. occurred while the parents
they were not there.

R65 Carry out three simple orders given. E65 uses some verb forms
at once, in a long correctly, regarding the
sentence what happens in a sheet.
R66 Demonstrates understanding of E66 Uses some plural forms of
{"en":"in","bajo":"under","tras":"behind"} correct way.

_______________________
Speech Therapist