{"id":328,"date":"2026-07-24T14:22:24","date_gmt":"2026-07-24T14:22:24","guid":{"rendered":"https:\/\/playtocommunicatebd.com\/index.php\/sld-pro-complete-assessment\/"},"modified":"2026-07-24T14:22:24","modified_gmt":"2026-07-24T14:22:24","slug":"sld-pro-complete-assessment","status":"publish","type":"page","link":"https:\/\/playtocommunicatebd.com\/index.php\/sld-pro-complete-assessment\/","title":{"rendered":"SLD-Pro\u00ae Complete Assessment"},"content":{"rendered":"\t<section class=\"ptc-sld-pro-quiz\" data-ptc-sld-pro-quiz aria-labelledby=\"ptc-sld-pro-quiz-title\">\n\t\t<header class=\"ptc-sld-pro-quiz__header\">\n\t\t\t<span class=\"ptc-sld-pro-quiz__eyebrow\">Complete assessment<\/span>\n\t\t\t<h1 id=\"ptc-sld-pro-quiz-title\">SLD-Pro<sup>\u00ae<\/sup> Complete Assessment<\/h1>\n\t\t\t<p>Explore the assessment Domain and a practical Preview of the communication assessment areas.<\/p>\n\t\t<\/header>\n\t\t\t\t\t\t<fieldset class=\"ptc-sld-pro-quiz__options\">\n\t\t\t<legend class=\"screen-reader-text\">Assessment details<\/legend>\n\t\t\t<label><input type=\"radio\" name=\"ptc_sld_pro_view\" value=\"domain\" data-sld-pro-option=\"domain\" aria-controls=\"ptc-sld-pro-domain\"><span>Domain<\/span><\/label>\n\t\t\t<label><input type=\"radio\" name=\"ptc_sld_pro_view\" value=\"preview\" data-sld-pro-option=\"preview\" aria-controls=\"ptc-sld-pro-preview\"><span>Preview<\/span><\/label>\n\t\t<\/fieldset>\n\t\t<div class=\"ptc-sld-pro-quiz__panel\" id=\"ptc-sld-pro-domain\" data-sld-pro-panel=\"domain\" hidden><h2>Domain<\/h2><div class=\"ptc-sld-pro-quiz__copy\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-1\"><summary><span>1. Communication<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-2\"><summary><span>\u2022 Auditory comprehension and information processing<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Attention &amp; Listening Behaviors<\/p><p>\u27a2 Comprehension of Linguistic Concepts<\/p><p>\u27a2 Processing &amp; Memory<\/p><p>\u27a2 Response to Complexity<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-3\"><summary><span>\u2022 The Breadth and Application of a Child&#039;s Lexicon in Communication<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Receptive Vocabulary (Words Understood)<\/p><p>\u27a2 Expressive Grammar and Sentence Formulation<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-4\"><summary><span>\u2022 Nonverbal Communication: Gestures, Eye Contact, and Facial Expressiveness<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Gestures<\/p><p>\u27a2 Facial Expressions<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-5\"><summary><span>\u2022 Child&#039;s Expressive and Receptive Communication Skills with a Focus on WH-Question Competence<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Comprehension of WH Questions<\/p><p>\u27a2 Formulation &amp; Answering of WH Questions (Expressive)<\/p><p>\u27a2 Initiation of WH Questions (Pragmatic\/Social Use)<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-6\"><summary><span>2. Speech Production (Articulation\/Phonology)<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u2022 Sound Inventory<\/p><p>\u2022 Intelligibility Rating<\/p><p>\u2022 Speech Characteristics<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-7\"><summary><span>3. Oral Motor Examination<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u2022 General Observation (At Rest)<\/p><p>\u2022 Lips (Labial Function)<\/p><p>\u2022 Jaw (Mandibular Function)<\/p><p>\u2022 Tongue (Lingual Function)<\/p><p>\u2022 Hard &amp; Soft Palate<\/p><p>\u2022 Cheeks (Buccal Function)<\/p><p>\u2022 Dentition &amp; Oral Structures<\/p><p>\u2022 Diadochokinetic (DDK) Rate (if applicable)<\/p><p>\u2022 Sensory Responses (if indicated)<\/p><p>\u2022 Functional Impact<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-8\"><summary><span>4. Behavior<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-9\"><summary><span>\u2022 Finding difficult, recurring, or unusual behaviors<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Repetition &amp; Rigidity<\/p><p>\u27a2 Communication &amp; Social Engagement<\/p><p>\u27a2 Sensory Responses<\/p><p>\u27a2 Play Patterns<\/p><p>\u27a2 Transitions &amp; Flexibility<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-10\"><summary><span>\u2022 Identifying Motivators (Attention, Escape, Tangible, Sensory) to Inform Intervention<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 ATTENTION-Seeking Behaviors<\/p><p>\u27a2 ESCAPE\/AVOIDANCE Behaviors<\/p><p>\u27a2 TANGIBLE-Seeking Behaviors<\/p><p>\u27a2 SENSORY\/AUTOMATIC Behaviors<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-domain-11\"><summary><span>\u2022 Social Pragmatic Skills<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u27a2 Communication Fundamentals (Pre Verbal Skills)<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-12\"><summary><span>5. Cognition<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u2022 Sorting Tasks<\/p><p>\u2022 Complex Attention<\/p><p>\u2022 Working memory<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-domain-13\"><summary><span>6. Play Skills<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>\u2022 Sensorimotor Play<\/p><p>\u2022 Functional Play<\/p><p>\u2022 Pretend Play<\/p><p>\u2022 Constructive Play<\/p><p>\u2022 Social \/ Interactive Play<\/p><\/div><\/details><\/div><\/div>\n\t\t<div class=\"ptc-sld-pro-quiz__panel\" id=\"ptc-sld-pro-preview\" data-sld-pro-panel=\"preview\" hidden><h2>Preview<\/h2><div class=\"ptc-sld-pro-quiz__copy\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-1\" id=\"ptc-sld-preview-1\"><summary><span>1. Communication Skills<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-preview-2\"><summary><span>(1.1) Assessment of auditory comprehension and information processing. (Receptive Language Development)<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-3\"><summary><span>(1.1.1) Attention &amp; Listening Behaviors<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.1.1.1) Does the child make and maintain eye contact?<\/p><p>(1.1.1.2) Are they easily distracted by environmental sounds?<\/p><p>(1.1.1.3) Do they need instructions repeated or simplified?<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-4\"><summary><span>(1.1.2) Comprehension of Linguistic Concepts<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.1.2.1) Vocabulary: Understanding of nouns (objects), verbs (actions), adjectives (size).<\/p><p>(1.1.2.2) Concepts: Understanding of spatial terms (in, on, under), temporal terms (first, next), and quantitative terms (more, all, one).<\/p><p>(1.1.2.3) Grammar &amp; Syntax: Understanding of word order, plurals, past tense, and negatives (e.g., &quot;point to the dog that is not sleeping&quot;).<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-5\"><summary><span>(1.1.3) Processing &amp; Memory<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.1.3.1) Length of Utterance: How many information units can they follow? (e.g., 1-step vs. 3-step commands).<\/p><p>(1.1.3.2) Processing Speed: Is there a noticeable delay before they respond?<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-6\"><summary><span>(1.1.4) Response to Complexity<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.1.4.1) Do they rely on contextual or visual cues to understand, or can they understand language alone?<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-preview-7\"><summary><span>(1.2) Evaluating Expressive and Receptive Vocabulary: Examining the Breadth and Application of a Child&#039;s Lexicon in Communication<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-8\"><summary><span>(1.2.1) Receptive Vocabulary (Words Understood):<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.2.1.1) Range: Understanding of nouns (objects, people), verbs (actions), prepositions (location concepts), adjectives (descriptors), and category words.<\/p><p>(1.2.1.2) Expressive Vocabulary (Words Used):<\/p><p>\u2022 Word-Finding Ability: Use of specific labels vs. non-specific words (e.g., &quot;thing,&quot; &quot;stuff&quot;) or circumlocutions.<\/p><p>\u2022 Semantic Relationships: Ability to use words showing relationships (e.g., opposites, comparatives like &#039;big\/bigger&#039;).<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-preview-9\"><summary><span>(1.3) Assessing Expressive Grammar and Sentence Formulation<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-10\"><summary><span>(1.3.1) Sentence Completeness: Uses fragments vs. complete subject-verb-object constructions.<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.3.2) Word Order: Correct sequencing of words (syntax).<\/p><p>(1.3.3) Negation: Correct placement of Not, Can&#039;t, Don&#039;t.<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-preview-11\"><summary><span>(1.4) Assessing of Nonverbal Communication: Gestures, Eye Contact, and Facial Expressiveness<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-12\"><summary><span>(1.4.1) Gestures<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.4.1.1) Frequency: How often does the child use gestures spontaneously to grab the preferable object?<\/p><p>(1.4.1.2) Type: Deictic vs. Representational.<\/p><p>(1.4.1.3) Integration: Do gestures accompany speech to clarify meaning.<\/p><p>Purpose: Used to request, comment, refuse, or share attention?<\/p><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-3\" id=\"ptc-sld-preview-13\"><summary><span>(1.4.2) Facial Expressions:<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.4.2.1) Identify clear expressions for happiness, sadness, surprise, frustration, disgust, fear.<\/p><p>(1.4.2.2) Are expressions distinct from one another?<\/p><p>(1.4.2.3) Responsiveness: Does the child&#039;s expression change in reaction to your expressions (e.g., smiles back)?<\/p><\/div><\/details><\/div><\/details><details class=\"ptc-sld-pro-accordion ptc-sld-pro-accordion--level-2\" id=\"ptc-sld-preview-14\"><summary><span>(1.5) Evaluating a Child&#039;s Expressive and Receptive Communication Skills with a Focus on WH-Question Competence<\/span><\/summary><div class=\"ptc-sld-pro-accordion-body\"><p>(1.5.1) Comprehension of WH Questions (Receptive): Does the child understand what the question is asking for?<\/p><p>(1.5.2) Formulation &amp; Answering of WH Questions (Expressive): Can the child generate a grammatically and semantically appropriate answer?<\/p><p>(1.5.3) Initiation of WH Questions (Pragmatic\/Social Use): Does the child ask questions to gain information, clarify, or engage socially?<\/p><\/div><\/details><\/div><\/details><\/div><\/div>\n\t<\/section>\n\t\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-328","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/pages\/328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/comments?post=328"}],"version-history":[{"count":1,"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/pages\/328\/revisions"}],"predecessor-version":[{"id":329,"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/pages\/328\/revisions\/329"}],"wp:attachment":[{"href":"https:\/\/playtocommunicatebd.com\/index.php\/wp-json\/wp\/v2\/media?parent=328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}