In writing reports, it is very important for the speech and language pathologist to be consistent and accurate in writing the phonemes that the student is having difficulty with. These should be written using professional writing with any sounds or sound combinations that a family might not understand defined.
Sounds should be put in slashes /s/ not bolded or capitalized.
Refer to the blog on treatment techniques: Rakovic: Articulation Therapy resources
If you have done a standardized test for evaluation at the beginning or the end of treatment you must give a description of the test. It is also easier to read a table of sounds than it is to read them embedded into a paragraph.
Here are some examples of write-ups of articulation tests, note these are examples and may have more information than you need for the progress report but it will give you an idea of the organization and how to describe a test.
The below links to Pearson’s example of their report write-up for Goldman-Fristoe and the KLPA
This is an example that has a write up of some early communicator. I uploaded the pdf as sometimes the links expire.
This is a great resource that has over 90 descriptions of common speech and language tests.
Here is another way to write the Goldman Fristoe so that you are remaining clinical but also giving the family information.
Articulation: The Goldman Fristoe Test of Articulation-2 (GFTA-2) is designed to provide a systematic means of assessing an individual’s articulation in single words. Descriptive information about the individual’s articulation skills is obtained through three subtests: Sound-in-words, Sound-in-syllables, and Stimulability. Student’s errors are listed below with error sound followed by target sound:
/n/ for /ing/(final position) Example: ‘rin’ for ‘ring’
/s/ for /sh/ (all positions) Example: ‘fising’ for ‘fishing’
/ts/ for /ch/ (final, medial) Example: ‘watses’ for ‘watches’ * inconsistent
/w/ for /r/ (all positions) Example: ‘wabbit’ for ‘rabbit’
/dz/ for /j/ (final position) Example: ‘orandz’ for ‘orange’
/f/ for /th/ voiceless (all positions) Example: ‘fum’ for ‘thumb’
/d/ for /th/ voiced (all positions) Example: ‘dis’ for ‘this’
/b/ for /v/ (initial) Example: ‘bacuum’ for ‘vacuum’
Here is another way:
During the evaluation, the following sounds were marked in error and are considered delayed based on CHILD’s age at testing:
Initial: f, g, v, ch, sp, st, sk, sw, sn, gl, fl, gr, sm, sl, th
Medial: f, g, v, sh, s, j, z, er, t
Final: k, g, z, th
The following phonological processes were marked as present during the evaluation and are considered delayed based on CHILD’s age at testing:
Initial Consonant Deletion: Occurs when the intial consonant in a word is left off.
Final Consonant Deletion: Occurs when the final consonant in a word is left off.
Weak Syllable Deletion: Occurs when the weak syllable of a word is left off.
Cluster Reduction—s: Occurs when an /s/ consonant cluster is reduced to a single consonant.
Cluster Reduction: Occurs when a consonant cluster is reduced to a single consonant.
It is recommended that CHILD receive instruction and practice to correct production of the following speech sounds and to decrease the phonological processes found in her speech:
f, g, v, ch, sp, st, sk, sw, sn, gl, fl, gr, sm, sl, th, sh, s, j, z, er, k
Here is some great information about the Entire World of R Advance Screening for those that are using that.
This is similar but in a larger format.
Here is an example from Say it Right about how to write up the Entire World of R assessment.
Here is another example of how to put it into a table so that the information might not be overwhelming.
Here is a presentation that has some of this listedArticulation best practices
Here is the American Speech Language and Hearing Association in their practice protocol lists them.
Here is another reference that comes from another university as a template for their county’s reports.
R articulation form for Entire World of R
In writing IPA in word there is a very easy way to do this. Here is a youtube video on it.
Click above for a great tool to write the phonetic alphabet.