JCPSLP Vol 18 No. 1Mar 2016

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Prediction and Prognosis
JCPSLP Volume 18, Number 1 2016 48
Wendy-Mae
Rapson
Top 10 resources
Prediction and prognosis
Wendy-Mae Rapson
subsequent identification of issues in this area provides
information that shows the specific skills a student needs to
work on in order to improve literacy outcomes. In my
experience, the explicit teaching of these skills is the best
predictor of a positive prognosis. These skills can be
embedded into classroom practice, thus having a global
focus for the student/s who require extra work in this area.
SPAT-R is available from $187.00;
QUIL is available from $100.00.
4 Teacher capacity
Working across several schools with large caseloads can
be challenging. One sure way of ensuring a positive
prognosis for students with communication and learning
difficulties is to build capacity with classroom teachers.
Effective and well-trained teachers can support all students
to make progress with their speech and language skills,
which in turn improves the development of literacy and
numeracy at school. Many teachers welcome classroom
support for their students who have language and learning
difficulties, and further develop their abilities in assessing,
planning, and delivering effective oral language programs.
5 Individual education plans
In my experience, students with current individual education
plans (IEPs) are more likely to reach their goals in a timely
manner than those without the resource. IEPs incorporate
the use of SMART goals, which are specific, measurable,
achievable, realistic, and timely. Oral language goals need
to be included in IEPs to ensure that the student’s oral
language development is a priority in the classroom. IEPs
also assist parents to focus on the needs of their child with
regard to educational progres with the inclusion of oral
language. Speech pathologists are well placed to be part of
the team that develop and monitor IEPs.
6 Parent participation
The active participation of parents in their children’s
treatment is one of the determining factors in a positive
prognosis for that student. School, therapist, and parent
interaction and collaboration is of utmost importance for
progress to occur. In some situations where parent
participation is absent, it is possible to work with a
significant other in that child’s life, or utilise the education
support staff at the school to follow up with work.
7 Referral pathways
Referrals to and from appropriate professionals are an
important factor that contribute to a positive prognosis for
The Department of Education and Training provides
speech pathology services to schools through
local networks. Wendy-Mae Rapson works in the
Southern Peninsula Network in Victoria with a team totalling
3.4 speech pathologists. The team works with students
with a vast range of speech, language, fluency, and learning
difficulties. A strong focus on working with schools and
improving teacher capacity has proven key in the provision
of services. Since the equivalent full-time (EFT) number of
staff can change, as well as the number of students and
schools, flexibility is key to the provision of services. These
are Wendy-Mae’s top ten resources that relate to the area
of “Prediction and prognosis”.
1 Clinical Evaluation of Language
Fundamentals
(CELF-4 Australian; Wiig, Secord, & Semel, 2006)
This language assessment provides not only diagnostic
information about receptive and expressive language skills,
but also includes a working memory component which is
useful for the diagnosis and subsequent planning of
interventions. Available from
, from $1495.
2 The Renfrew Action Picture Test
The Renfrew Action Picture Test (Renfrew, 2003) is a quick
screening tool which provides invaluable qualitative
information about speech and language production. While
the norms for this assessment can no longer be
considered, the use of this tool to assess general language
skills is still appropriate in the school setting. This tool can
be used to predict a student’s ability to access spoken
language in the classroom and determine whether
additional assessment is necessary. Available from www.
$99.95.
3 Phonological and morphological
awareness assessment
There are several tools that can be used to assess
phonological awareness, for example, the Sutherland
Phonological Awareness Test – Revised (SPAT-R; Neilson,
2003), the Queensland University Inventory of Literacy
(QUIL; Dodd, Holm, Oerlemans, & McCormack, 1996), and
the criterion referenced subtest of the CELF-4. At school
entry, phonological awareness is considered the best
predictor of reading success, whereas when students are
approximately 10 years of age, morphological awareness
becomes the best predictor. The assessment and