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Test of Early Language Development - Language percentile. EVT Standard Score. Expressive Vocabulary Test - Standard Score. EVT Percentile Rank.
Variable
Definition
ID
ID number
Age at Campus Visit (months)
Age in Months
Gender
Gender
TSO
Time since onset of stuttering in months
MLU (Clinician)
MLU (Mean Length of Utterance) conversation with Clinician
MLU SD (Clinician)
MLU (Mean Length of Utterance) Standard Deviation conversation with Clinician
Campus Visit MLU (Conversation with Caregiver) MLU z-score (wt by age)
Campus Visit Mean Length of Utterance with Caregiver
Home Visit (clinician)= TOTAL WORDS Home Visit (clinician)= # SSR
Home Visit conversation with clinician -number of total words spoken conversation with child Home Visit conversation with clinician -Disfluency Type: number of single syllable repetitions
Home Visit (clinician)= # WWR
Home visit conversation with clinician -Disfluency Type: number of whole word repetitions
Home Visit (clinician)= # A-SP
Home Visit (clinician)= # PR
Home Visit conversation with clinician - Disfluency Type: number of audible sound prolongations Home Visit conversation with clinician - Disfluency Type: number of inaudible sound prolongations Home Visit conversation with clinician - Disfluency Type: number of phrase repetitions
Home Visit (clinician)= # INT
Home Visit conversation with clinician - Disfluency Type: number of interjections
Home Visit (clinician)= # REV
Home Visit conversation with clinician - Disfluency Type: number of revisions
Home Visit (clinician)= # NONSLD
Home Visit (clinician)= % TD
Home Visit conversation with clinician - Disfluency Type: number of non-stutter like disfluencies Home Visit conversation with clinician - number of total disfluencies, the sum of 8 categories of disfluencies listed above Home Visit conversation with clinician - % total disfluencies
Home Visit (clinician)= #SLD
Home Visit conversation with clinician - Disfluency Type: number of stutter like disfluencies
Home Visit (clinician)= % SLD
Home Visit conversation with clinician - Disfluency Type: % stutter like disfluencies
Home Visit (clinician)= Most Common
Home Visit conversation with clinician - Disfluency Type: Most Common disfluencies
Home Visit (clinician)= SSR/ WWD
Home Visit conversation with clinician - Disfluency Type: Single Syllable Repetition/Whole word disfluencies Home Visit conversation with clinician - Disfluency Type: Audible sound prolongation/Whole word disfluencies Home Visit conversation with clinician - Disfluency Type: Inaudible sound prolongation/Whole word disfluencies Home Visit conversation with clinician - Disfluency Type: Stutter Like Disfluency/Whole word disfluencies Campus Visit conversation with parent - Number of Total Words
Home Visit (clinician)= # I-SP
Home Visit (clinician)= # TD
Home Visit (clinician)= A-SP/ WWD Home Visit (clinician)= I-SP/ WWD Home Visit (clinician)= SLDs/ Total Disfluencies Campus Visit (parent)= TOTAL WORDS Campus Visit (parent)= # SSR
Mean Length of Utterance with Caregiver - weighted by age
Campus Visit = # WWR
Campus Visit conversation with parent- Disfluency Type: Number of Single syllable repetitions Campus Visit conversation with parent- Disfluency Type: Number of Whole word repetitions
Campus Visit = # A-SP
Campus Visit - Disfluency Type: number of Audible sound prolongations
Campus Visit = # I-SP
Campus Visit - Disfluency Type: Number of Inaudible sound prolongations
Campus Visit = # PR
Campus Visit - Disfluency Type: Number of Phrase repetitions
Campus Visit = # INT
Campus Visit - Disfluency Type: Number of Interjections
Campus Visit = # REV
Campus Visit - Disfluency Type: Number of Revisions
Campus Visit = # OTHER
Campus Visit - Disfluency Type: Number of "other"
Campus Visit = # TD
Campus Visit - Disfluency Type: number of total disfluencies sum of 8 categories of
Variable
Definition disfluencies listed above
Campus Visit = % TD
Campus Visit - Disfluency Type: % total disfluencies
Campus Visit = # SLD
Campus Visit - Disfluency Type: Number of stutter like disfluencies
Campus Visit = % SLD
Campus Visit - Disfluency Type: % stutter like disfluencies
Campus Visit = Most Common
Campus Visit - Most Common disfluency type
Campus Visit = SSR/ WWD
Campus Visit - Disfluency Type: Single Syllable Repetitions/Whole word disfluencies
Campus Visit = A-SP/ WWD
Campus Visit - Disfluency Type: Audible sound prolongations/Whole word disfluencies
Campus Visit = I-SP/ WWD
Campus Visit - Disfluency Type: Inaudible sound prolongations/Whole word disfluencies
Campus Visit= SLD/ Total Disfluencies
Campus Visit - Disfluency Type: Stutter like disfluencies/total disfluencies
TELD-3 REC Quotient
Test of Early Language Development - Receptive Language quotient
TELD-3 REC Percentile
Test of Early Language Development - Receptive Language percentile
TELD-3 EXP Quotient
Test of Early Language Development - Expressive Language quotient
TELD-3 EXP Percentile
Test of Early Language Development - Expressive Language percentile
TELD-3 SL Quotient
Test of Early Language Development - Spoken Language quotient
TELD-3 SL Percentile
Test of Early Language Development – Spoken Language percentile
TELD-3 Percentile vs. PPVT
Test of Early Language Development - Percentile vs. Peabody Picture Vocabulary Test
TELD 2 or 3 Percentile
Test of Early Language Development - 2 or 3 percentile
TELD-2 Language Quotient
Test of Early Language Development - Language quotient
TELD-2 Language Percentile
Test of Early Language Development - Language percentile
EVT Standard Score
Expressive Vocabulary Test - Standard Score
EVT Percentile Rank
Expressive Vocabulary Test - Percentile Rank
PPVT Standard Score
Peabody Picture Vocabulary Test - Standard Score
PPVT Percentile Rank
Peabody Picture Vocabulary Test - Percentile Rank
GFTA # of errors
Goldman Fristoe test of articulation - Number of errors
GFTA Standard Score
Goldman Fristoe test of articulation - Standard Score
GFTA Percentile Rank
Goldman Fristoe test of articulation - Percentile Rank
Behavior Survey Questionnaire - Sensory Reactivity (Threshold): Mean Score
TCS Q1 z-score TCS Q2
TCS Q2 z-score TCS Q3
TCS Q3 z-score TCS Q4
TCS Q4 z-score TCS Q5
TCS Q5 z-score TCS Q6
TCS Q6 z-score TCS Q7
Behavior Survey Questionnaire - Sensory Reactivity (Threshold) : z-score Temperament characteristic scale – Q1 Retreats immediately from unfamiliar people OR approaches people and objects. 1=usually retreats; 2=retreats somewhat; 3=average; 4=approaches somewhat; 5=approaches easily Temperament characteristic scale - Q1 z-score Temperament characteristic scale - Q2 Stays close to the parent OR easily separates from parent. 1=difficult to separate; 2=hesitant to separate; 3=average; 4=separates easily; 5=separates very easily Temperament characteristic scale - Q2 z-score Temperament characteristic scale - Q3 Takes a period of time to warm up to or to interact unfamiliar people OR quickly warms up and interacts with unfamiliar people. 1=long time to warm up; 2= somewhat hesitant to warm up; 3=average; 4=approaches fairly easily; 5=approaches and warms up very easily Temperament characteristic scale - Q3 z-score Temperament characteristic scale – Q4 Stops play and vocalizing when unfamiliar person approaches OR Continues to play and vocalizing when unfamiliar person approaches. 1=stops; 2=quieter and hesitant; 3=average; 4=plays and notices; 5=plays and unaffected by one’s approach Temperament characteristic scale - Q4 z-score Temperament characteristic scale - Q5 Stays alone and away from other children or care giver/teacher when in group OR engages and easily mixes with other children or care giver teacher in a group. 1=isolates; 2= quieter and hesitant; 3=average; 4=mixes fairly easily; 5=mixes very easily Temperament characteristic scale - Q5 z-score Temperament characteristic scale - Q6 Heightened fears (for example-loud noises, being alone, bugs, separation, taking a bath, nursery school, etc.) OR No unusual fears 1=fearful; 2=somewhat fearful; 3=average; 4=shows little fear; 5=no unusual fear Temperament characteristic scale - Q6 z-score
TCS Q7 z-score
Temperament characteristic scale - Q7 Highly reactive (very responsive to the environment or changes in the environment) OR Lack of reaction, almost passive. 1=much more reactive; 2=somewhat more reactive; 3=average; 4=somewhat less reactive; 5=much less reactive Temperament characteristic scale - Q7 z-score
