NAME: Brahma Yang
D.O.B: 25 March 2015
AGE AT ASSESSMENT: 10 years
PARENT/S: Shuni Yang (Mum)
ASSESSMENT DATE: 14th & 17th April 2025
REPORT DATE: 25 May 2025
SPEECH PATHOLOGIST: Joelle Gan| NAME: | Brahma Yang |
| :--- | :--- |
| D.O.B: | 25 March 2015 |
| AGE AT ASSESSMENT: | 10 years |
| PARENT/S: | Shuni Yang (Mum) |
| ASSESSMENT DATE: | 14th & 17th April 2025 |
| REPORT DATE: | 25 May 2025 |
| SPEECH PATHOLOGIST: | Joelle Gan |
This assessment report is comprised of four sections: 本评估报告由四个部分组成：
Statements of Intention/Disclaimers 意向声明/免责声明
Executive Summary 执行摘要
Full Assessment Report 完整评估报告
Appendix 附录
STATEMENTS OF INTENTION/DISCLAIMERS 意向声明/免责声明
About this report 关于本报告
This report has been written for the purpose of providing specialist information to clients, parents/carers and educational staff members regarding the named client. Wherever possible, the language used throughout the body of this report is meaningful to the intended audience and any technical, clinical terminology has been omitted or explained. Appendix A contains additional technical information about English language learning and language development, brain plasticity and the concept of BICS (Basic Interpersonal Communication Skills) vs CALPS (Cognitive Academic Language Proficiency) for other health professionals who may work with the client in the future. 本报告旨在为客户、家长/照顾者及教育工作人员提供有关指定客户的专业信息。在报告正文中，尽可能使用受众易于理解的语言，省略或解释了任何技术性、临床术语。附录 A 包含关于英语语言学习与语言发展、大脑可塑性以及 BICS（基础人际交往能力）与 CALPS（认知学术语言能力）概念的额外技术信息，供未来可能与客户合作的其他医疗专业人员参考。
At Speech Ease, we align with Neurodiversity affirming and strengths-based practices when it comes to our client care. However, due to diagnostic and funding requirements, we sometimes need to use deficit-based language in our reports. We understand that this may contribute to feelings of shame, trauma, and the stigma associated with developmental delays or disabilities. Please refer to Appendix B a list of services you may wish to access if anything written in the report is distressing or triggering. 在 Speech Ease，我们在客户护理方面遵循神经多样性肯定和优势导向的实践。然而，由于诊断和资金要求，我们有时需要在报告中使用基于缺陷的语言。我们理解这可能会加剧与发育迟缓或残疾相关的羞耻感、创伤和污名感。若报告中的内容让您感到不安或触发情绪，请参阅附录 B，了解您可能希望使用的服务列表。
执行摘要 执行摘要提供了评估及其后续结果的概述。请阅读完整评估报告以获取更多信息和详细发现。
EXECUTIVE SUMMARY
The Executive Summary provides an overview of the assessment and subsequent results. Please read the Full Assessment Report for additional information and detailed findings.
EXECUTIVE SUMMARY
The Executive Summary provides an overview of the assessment and subsequent results. Please read the Full Assessment Report for additional information and detailed findings.| EXECUTIVE SUMMARY |
| :--- |
| The Executive Summary provides an overview of the assessment and subsequent results. Please read the Full Assessment Report for additional information and detailed findings. |
Referral 转介
Brahma was referred by her mother and school psychologist for a speech therapy assessment due to concerns around her socialising skills and expressive language skills. Brahma 由其母亲和学校心理学家转介进行言语治疗评估，原因是对她的社交技能和表达语言技能存在担忧。
1. Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English-17 April 2025.
2. Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025.
3. Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025.
4. Within session observations - 17 April 2025
The following assessments were used:
1. Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English-17 April 2025.
2. Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025.
3. Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025.
4. Within session observations - 17 April 2025| The following assessments were used: |
| :--- |
| 1. Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English-17 April 2025. |
| 2. Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025. |
| 3. Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025. |
| 4. Within session observations - 17 April 2025 |
- English spoken language is below average compared to monolingual English speaking children, likely due to her recent exposure to a majority English speaking environment. Therefore, she seems to be experiencing expressive language difference, rather than a delay/disorder.
- English understanding is within the average range in comparison to monolingual English speaking children
- Mandarin spoken language and understanding appears to be age appropriate, but she sometimes requires extra time to respond to and answer questions.
- Some dysfluencies noted in her speech
Currently, Brahma presents with the following:
- English spoken language is below average compared to monolingual English speaking children, likely due to her recent exposure to a majority English speaking environment. Therefore, she seems to be experiencing expressive language difference, rather than a delay/disorder.
- English understanding is within the average range in comparison to monolingual English speaking children
- Mandarin spoken language and understanding appears to be age appropriate, but she sometimes requires extra time to respond to and answer questions.
- Some dysfluencies noted in her speech| Currently, Brahma presents with the following: |
| :--- |
| - English spoken language is below average compared to monolingual English speaking children, likely due to her recent exposure to a majority English speaking environment. Therefore, she seems to be experiencing expressive language difference, rather than a delay/disorder. |
| - English understanding is within the average range in comparison to monolingual English speaking children |
| - Mandarin spoken language and understanding appears to be age appropriate, but she sometimes requires extra time to respond to and answer questions. |
| - Some dysfluencies noted in her speech |
1. Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma's speech dysfluencies.
2. Commence English tutoring sessions outside school, to assist with her English language learning.
3. Continue to monitor her progress in class.
4. Continue to monitor fluency of her speech.
5. Speech Pathology Assessment at the end of the year to review her progress and development of her language.
Please refer to the Recommendations section of this report for strategies to use when communicating with Brahma at home and in school.
1. Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma's speech dysfluencies.
2. Commence English tutoring sessions outside school, to assist with her English language learning.
3. Continue to monitor her progress in class.
4. Continue to monitor fluency of her speech.
5. Speech Pathology Assessment at the end of the year to review her progress and development of her language.
Please refer to the Recommendations section of this report for strategies to use when communicating with Brahma at home and in school.| 1. Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma's speech dysfluencies. |
| :--- |
| 2. Commence English tutoring sessions outside school, to assist with her English language learning. |
| 3. Continue to monitor her progress in class. |
| 4. Continue to monitor fluency of her speech. |
| 5. Speech Pathology Assessment at the end of the year to review her progress and development of her language. |
| Please refer to the Recommendations section of this report for strategies to use when communicating with Brahma at home and in school. |
"EXECUTIVE SUMMARY
The Executive Summary provides an overview of the assessment and subsequent results. Please read the Full Assessment Report for additional information and detailed findings."
Referral Brahma was referred by her mother and school psychologist for a speech therapy assessment due to concerns around her socialising skills and expressive language skills.
Assessment/s Administered "The following assessments were used:
1. Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English-17 April 2025.
2. Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025.
3. Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025.
4. Within session observations - 17 April 2025"
Results "Currently, Brahma presents with the following:
- English spoken language is below average compared to monolingual English speaking children, likely due to her recent exposure to a majority English speaking environment. Therefore, she seems to be experiencing expressive language difference, rather than a delay/disorder.
- English understanding is within the average range in comparison to monolingual English speaking children
- Mandarin spoken language and understanding appears to be age appropriate, but she sometimes requires extra time to respond to and answer questions.
- Some dysfluencies noted in her speech"
Recommendations "1. Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma's speech dysfluencies.
2. Commence English tutoring sessions outside school, to assist with her English language learning.
3. Continue to monitor her progress in class.
4. Continue to monitor fluency of her speech.
5. Speech Pathology Assessment at the end of the year to review her progress and development of her language.
Please refer to the Recommendations section of this report for strategies to use when communicating with Brahma at home and in school."| EXECUTIVE SUMMARY <br> The Executive Summary provides an overview of the assessment and subsequent results. Please read the Full Assessment Report for additional information and detailed findings. | |
| :--- | :--- |
| Referral | Brahma was referred by her mother and school psychologist for a speech therapy assessment due to concerns around her socialising skills and expressive language skills. |
| Assessment/s Administered | The following assessments were used: <br> 1. Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English-17 April 2025. <br> 2. Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025. <br> 3. Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025. <br> 4. Within session observations - 17 April 2025 |
| Results | Currently, Brahma presents with the following: <br> - English spoken language is below average compared to monolingual English speaking children, likely due to her recent exposure to a majority English speaking environment. Therefore, she seems to be experiencing expressive language difference, rather than a delay/disorder. <br> - English understanding is within the average range in comparison to monolingual English speaking children <br> - Mandarin spoken language and understanding appears to be age appropriate, but she sometimes requires extra time to respond to and answer questions. <br> - Some dysfluencies noted in her speech |
| Recommendations | 1. Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma's speech dysfluencies. <br> 2. Commence English tutoring sessions outside school, to assist with her English language learning. <br> 3. Continue to monitor her progress in class. <br> 4. Continue to monitor fluency of her speech. <br> 5. Speech Pathology Assessment at the end of the year to review her progress and development of her language. <br> Please refer to the Recommendations section of this report for strategies to use when communicating with Brahma at home and in school. |
Referral 转诊
Brahma Yang is a bright and pleasant 10 year old girl who was referred for a Speech Pathology assessment due to concerns raised by her mother, Shuni and school psychologist, to investigate any specific areas of language difficulties. Mum reported that Brahma’s ability to express herself often appears challenging for her most likely due to English being an additional language (EAL). Brahma Yang 是一个聪明且性格愉快的 10 岁女孩，因其母亲 Shuni 和学校心理学家提出的担忧，被推荐进行语言病理学评估，以调查是否存在特定的语言困难。母亲报告说，Brahma 表达自己的能力常常显得有挑战性，这很可能是因为英语是她的第二语言（EAL）。
Background Information & Development History 背景信息与发展历史
Family background (including language(s) spoken at home) 家庭背景（包括在家使用的语言）
Brahma is in Year 4 and attends Geelong Grammar School - Toorak. She lives at home with her parents, an older sister, 2 younger sisters and her grandmother. Brahma 就读于四年级，所在学校是吉朗文法学校 - 图拉克校区。她与父母、一个姐姐、两个妹妹以及祖母一起生活。
Brahma was born in China and only moved to Melbourne in 2023. Prior to starting school at Geelong Grammar School, she reportedly had never attended school in China and was self-studying at home. Mum expressed that Brahma really only got exposed to English when she moved to Australia. Brahma 出生于中国，直到 2023 年才搬到墨尔本。据了解，在开始就读吉朗文法学校之前，她从未在中国上过学，而是在家自学。母亲表示，Brahma 直到搬到澳大利亚后才真正接触到英语。
There is no family history of language, learning or mental health difficulties; however, mum reported that as a child herself, she had a fluency difficulty that was ‘corrected’ by her mother. There is also no other medical history and Brahma is reportedly a physically healthy child who sleeps well. 家族中没有语言、学习或心理健康方面的困难史；然而，母亲报告说她自己小时候有口吃问题，后来被她的母亲“纠正”了。除此之外，没有其他病史，据说 Brahma 是一个身体健康、睡眠良好的孩子。
Brahma is reportedly not picky with food, but prefers carbohydrates and protein. 据说 Brahma 对食物不挑剔，但偏好碳水化合物和蛋白质。
Child's main language/dominant language 孩子的主要语言/主导语言
Currently, Brahma speaks Mandarin and English. She continues to speak dominantly Mandarin at home and some English. She was only exposed to Mandarin from birth - roughly age 8 years old, when she moved to Australia and began attending an English-speaking school. Brahma has now had approximately 2 years of exposure to the English language. 目前，Brahma 会说普通话和英语。她在家中主要讲普通话，也会说一些英语。她从出生起只接触普通话——大约在 8 岁时，搬到澳大利亚并开始上英语学校。Brahma 现在大约有 2 年的英语接触经验。
Medical history 病史
Brahma was born full term and breast fed as a baby. Her vision and hearing are without concerns. Brahma 足月出生，婴儿时期母乳喂养。她的视力和听力均无问题。
School information 学校信息
Mum reported the following: 妈妈报告如下：
“On the surface, she seems very outgoing and socially confident. However, since she is still young, she sometimes faces challenges in peer interactions. We hope she can develop self-regulation skills and maintain a positive attitude!” “表面上，她看起来非常外向且社交自信。然而，由于她还很年轻，有时在同伴交往中会遇到挑战。我们希望她能培养自我调节能力，保持积极的态度！”
Mum also expressed that in Year 2 when she first moved to Melbourne from China, she was very bright and happy. However, starting in Year 3, Brahma started having a lot of worries and would become very upset; she became relatively quiet and would tell mum she does not want to go to school. This year however, Brahma reportedly is a lot happier and brighter. It is unclear what caused these shifts in emotional state and attitude for Brahma. 妈妈还表示，二年级时她刚从中国搬到墨尔本时，Brahma 非常聪明和快乐。然而，从三年级开始，Brahma 开始有很多担忧，情绪变得非常沮丧；她变得相对安静，并告诉妈妈她不想去学校。不过，据说今年 Brahma 变得更加快乐和开朗。目前尚不清楚导致 Brahma 情绪状态和态度变化的具体原因。
Any previous intervention or other services involved 之前是否有任何干预或其他服务介入
Brahma reportedly saw the school psychologist as mum was worried about her wellbeing in Year 3. Her school psychologist recommended that Brahma get a speech pathology assessment to rule out any underlying 据说 Brahma 曾见过学校心理学家，因为妈妈担心她三年级时的身心健康。学校心理学家建议 Brahma 进行言语病理评估，以排除任何潜在的
language difficulties. Mum reported that at the end of Year 2 to Year 3, Braham received English tutoring. Brahma currently also attends sports, dance, vocal, piano and badminton lessons. 语言困难。妈妈报告说，在二年级末到三年级期间，Braham 接受了英语辅导。Brahma 目前还参加体育、舞蹈、声乐、钢琴和羽毛球课程。
Assessment 评估
The following assessments were used: 使用了以下评估：
Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) administered in English 17 April 2025. 2025 年 4 月 17 日用英语进行的《语言基础临床评估》第五版（CELF-5）。
Renfrew Action Picture Test (RAPT) administered in Mandarin 17 April 2025. 2025 年 4 月 17 日用普通话进行的 Renfrew 动作图片测试（RAPT）。
Parent interview (with mum, Shuni) over telehealth Zoom on 14 April 2025. 2025 年 4 月 14 日通过远程医疗 Zoom 与母亲 Shuni 进行的家长访谈。
Within session observations - 17 April 2025 2025 年 4 月 17 日的会话内观察。
Information gathered from these sources is combined and detailed below, under the relevant subheading. 从这些来源收集的信息已合并，并在相关小标题下详细说明。
Braham was able to complete the CELF-5 formal language assessment and Renfrew Action Picture Test in one sitting. The duration of the assessment was approximately 90 minutes. She required short breaks in between subtests. Braham 能够在一次测试中完成 CELF-5 正式语言评估和 Renfrew 动作图片测试。评估时间大约为 90 分钟。她在各个子测试之间需要短暂休息。
It is also important to note that the RAPT was administered in Mandarin. The CELF-5 was completed in English; however, sometimes when Brahma did not understand a stimulus word, if allowed, they were explained in Mandarin. The scores of the CELF-5 were normed on English-speaking children who were born in Australia and have been exposed to English only. Brahma does not fit this profile, therefore rendering the scores from the CELF-5 invalid. The CELF-5 was used to mark baselines of Brahma’s language abilities in English, so as to track progress of her English language development over time. 同样重要的是要注意，RAPT 是用普通话进行的。CELF-5 则是用英语完成的；然而，有时当 Braham 不理解某个刺激词时，如果允许，会用普通话进行解释。CELF-5 的评分标准是基于在澳大利亚出生且仅接触英语的讲英语儿童。Braham 不符合这一标准，因此 CELF-5 的分数无效。CELF-5 被用来标记 Braham 英语语言能力的基线，以便跟踪她英语语言发展的进展。
Receptive Language 接受性语言
Receptive language refers to the child’s ability to understand spoken and written language. 接受性语言指的是儿童理解口语和书面语言的能力。
Brahma was able to understand all of the instructions and questions asked of her within the assessment session and also in conversational interactions in both English and Mandarin. Brahma 能够理解评估过程中以及用英语和普通话进行的对话交流中提出的所有指令和问题。
RAPT Screener (Completed in Mandarin) RAPT 筛查（用普通话完成）
Brahma demonstrated good comprehension of all the questions asked in Mandarin during the assessment, providing appropriate responses. Brahma 在评估中展示了对所有用普通话提出的问题的良好理解，并给出了恰当的回答。
CELF-5 Assessment (Completed in English) CELF-5 评估（用英语完成）
A Receptive Language Index is derived from three subtests to provide information about a child’s overall receptive language abilities. An index score between 86 and 114 is considered to be within the average range. Brahma achieved a Receptive Language Index of 78, indicative that Brahma is mildly below the average range for her receptive English language abilities. 接受性语言指数由三个子测试得出，用以提供儿童整体接受性语言能力的信息。指数分数在 86 到 114 之间被认为属于平均范围。Brahma 的接受性语言指数为 78，表明 Brahma 的英语接受性语言能力略低于平均水平。
repetitions for items and thus the subtest was discontinued．This demonstrated that Brahma＇s ability to understand language is best supported with the use of visuals． 项目重复出现，因此该子测试被中止。这表明 Brahma 的语言理解能力在视觉辅助下表现最佳。
Following Directions（Subtest） 遵循指令（子测验）
This subtest appeared to be a strength of Brahma＇s．It assessed her ability to interpret spoken directions of increasing length and complexity．She demonstrated good ability to follow simple 1－level commands，2－level commands，and 3－level commands without modifiers．She demonstrated consistent difficulty in her ability to follow directions with modifiers（e．g．，＂after you point to the black circles，point to the white Xs＂，＂before pointing to the last circle，point to the first triangle and the first square＂）． 该子测验似乎是 Brahma 的强项。它评估了她理解逐渐增加长度和复杂度的口头指令的能力。她表现出良好的能力，能够遵循简单的一级指令、二级指令和无修饰的三级指令。她在遵循带有修饰语的指令（例如，“在你指向黑色圆圈后，指向白色 X”，“在指向最后一个圆圈之前，指向第一个三角形和第一个正方形”）时表现出持续的困难。
It is important to note that even though Brahma has been immersed in an English speaking environment for a relatively short period of time，her receptive language score in English was only mildly below the average range compared to monolingual English speaking peers，suggesting that she is acquiring receptive language in English well． 需要注意的是，尽管 Brahma 在英语环境中浸泡的时间相对较短，她的英语接受性语言得分仅略低于以英语为母语的同龄人平均水平，这表明她在英语接受性语言的习得方面表现良好。
Please refer to Appendix A for technical information and scores obtained from the CELF－5 assessment． 有关 CELF-5 评估的技术信息和得分，请参见附录 A
Expressive Language 表达性语言
Expressive language refers to the child＇s ability to convey intended meaning clearly，while using correct sentence structure and grammar． 表达性语言指的是儿童能够清晰传达意图，同时使用正确的句子结构和语法的能力。
During the assessment session，Brahma demonstrated confidence speaking to the speech pathologist in both English and Mandarin．She did not have a preference for either language and was able to switch between English and Mandarin smoothly（e．g．，When spoken to in English，she would respond in English；when spoken to in Mandarin，she would respond in Mandarin）． 在评估过程中，Brahma 在与言语治疗师交流时表现出自信，能够使用英语和普通话。她对两种语言没有偏好，能够顺畅地在英语和普通话之间切换（例如，当用英语与她交谈时，她会用英语回答；当用普通话与她交谈时，她会用普通话回答）。
In Mandarin，she primarily spoke in relatively longer sentences i．e．，6－10 words．In English，her responses were relatively shorter i．e．，3－5 word utterances． 在普通话中，她主要使用相对较长的句子，即 6－10 个词。在英语中，她的回答相对较短，即 3－5 个词的表达
Mum reported that Braham would find it difficult to express herself in English；and sometimes in Mandarin especially when sharing independent ideas or needing to respond to spontaneous questions． 妈妈报告说，Braham 在用英语表达自己时会感到困难；有时在用普通话表达时也会有困难，尤其是在分享独立想法或需要回答即兴问题时。
RAPT Screener（Completed in Mandarin） RAPT 筛查（用普通话完成）
Brahma described the pictures and produced relatively long sentences that included all key information（e．g．，他从楼梯上摔倒下来了 他的眼镜掉了 碎了）－the glasses broke because he fell from the stairs）．She also included conjunctions in Mandarin（e．g．，然后－then，从－from）． Brahma 描述了图片，并且能说出包含所有关键信息的较长句子（例如，他从楼梯上摔倒了，他的眼镜掉了，碎了——眼镜是因为他从楼梯上摔下来才碎的）。她还在普通话中使用了连词（例如，然后——then，从——from）。
CELF－5（Completed in English） CELF-5（用英语完成）
On the CELF－5 assessment，Brahma＇s expressive language in English was，expectedly，below the average range when compared to monolingual English speaking peers． 在 CELF-5 评估中，Brahma 的英语表达语言能力，正如预期的那样，相较于以英语为母语的同龄人，处于平均水平以下。
Sentence Assembly（Subtest） 句子组装（子测验）
This subtest assessed Brahma＇s ability to formulate grammatically－acceptable and semantically－meaningful sentences by manipulating and transforming given words and word groups． She demonstrated the ability to form active declarative sentences with subordinate clauses（e．g．，if it is cold，you＇ll need to wear a coat／／you＇ll need to wear a coat if it is cold），passive sentences with declaratives and interrogatives（e．g．，the man was followed by the dog／／the dog was followed by the man）．She struggled with formulating active declaratives with negatives（e．g．，Isn＇t the runner going to win the race？）．Brahma was observed to try her best and trialled formulating sentences． 该子测验评估了 Brahma 通过操作和转换给定的单词和词组，构建语法正确且语义合理的句子的能力。她表现出能够构造带有从句的主动陈述句（例如，如果天气冷，你需要穿外套／／你需要穿外套如果天气冷），以及带有陈述句和疑问句的被动句（例如，那个男人被狗跟踪／／那只狗被男人跟踪）。她在构造带有否定的主动陈述句时遇到了困难（例如，那个跑步者难道不会赢得比赛吗？）。观察到 Brahma 尽力尝试并试图构造句子
This subtest assessed Brahma’s ability to form grammatically correct full spoken sentences of increasing length and complexity, including a given word. Brahma had difficulty with this subtest and lost points for not being able to form grammatically correct and full sentences. Examples of her sentences include: “Finally, I’ve finishes all my works”, “My mum give us some cereal and bread”, “I’m so exciting on the airplane”. She presented with several grammatical errors that are common for Mandarin-speakers e.g., omission of plurals, past tense markers. 该子测验评估了 Brahma 形成语法正确、完整的口语句子的能力，句子长度和复杂度逐渐增加，且需包含指定词汇。Brahma 在此子测验中表现困难，因无法形成语法正确且完整的句子而失分。她的句子示例包括：“Finally, I’ve finishes all my works”，“My mum give us some cereal and bread”，“I’m so exciting on the airplane”。她出现了多种常见于普通话使用者的语法错误，例如复数和过去时标记的省略。
Recalling Sentences (Subtest) 句子回忆（子测验）
This subtest assessed Brahma’s ability to listen to sentences of increasing length and complexity and repeat them back without changing the meaning, grammar, and structure of the sentence. Brahma demonstrated difficulty in her ability to repeat sentences during the subtest and would omit large sections of the sentences. This may have been due to difficulty understanding and using the English language in the sentences. 该子测验评估了 Brahma 听取长度和复杂度逐渐增加的句子并复述，且不改变句子含义、语法和结构的能力。Brahma 在复述句子时表现出困难，常省略句子的大部分内容。这可能是由于她理解和使用句中英语的困难所致。
Please refer to Appendix A for technical information and scores obtained from the CELF-5 assessment. 有关 CELF-5 评估的技术信息及得分，请参见附录 A。
Speech 言语
Brahma’s speech in English and Mandarin is intelligible. Brahma 用英语和普通话的言语都能被理解。
Fluency 流利度
Some dysfluency observed in Brahma’s speech throughout the assessment session. Brahma would repeat a word, have word fillers (e.g., “like um like mm”) and hesitations; her speech also sounded effortful at times. Example: 在整个评估过程中，Brahma 的言语中观察到一些不流畅现象。她会重复某个词，使用填充词（例如，“like um like mm”）和犹豫；她的言语有时听起来也很费力。例子：
“like uh like uh like umm mm it’s hard to find” “就像呃，就像呃，就像嗯嗯，很难找到”
Mum reports that Brahma would sometimes repeat a word several times when she is thinking and agreed that she has fillers throughout her speech. Mum reported that as a child herself, she too had a fluency difficulty that was ‘corrected’ by her mother. 妈妈报告说，Brahma 有时在思考时会重复一个词好几次，并且同意她的讲话中有填充词。妈妈还报告说，她自己小时候也有流利度问题，是由她母亲“纠正”的。
It is recommended that Brahma’s fluency be monitored. 建议对 Brahma 的流利度进行监测。
Social Communication and Interaction/Pragmatics 社交交流与互动/语用学
Brahma warmed up well and engaged in 2-way conversations with the speech pathologist. Brahma 热身良好，并与言语治疗师进行了双向对话。
Brahma was able to request for clarification when she did not understand something (e.g., “What does that mean”). She displayed age-appropriate pragmatics. She demonstrated an ability to engage in conversation on a variety of topics, ranging from her birthday party, her recent trip to New Zealand, and entertainment topics (i.e., favourite band songs). 当 Brahma 不理解某些内容时，她能够请求澄清（例如，“那是什么意思”）。她表现出符合年龄的语用能力。她展示了在多种话题上进行对话的能力，话题包括她的生日派对、最近的新西兰之行以及娱乐话题（即最喜欢的乐队歌曲）。
Brahma followed the speech pathologist’s lead during the session and switched between English and Mandarin appropriately (e.g., When she asked me what a word meant, after explaining it to her in Mandarin, she would switch to English and answer the question). This shows that she has an awareness of her communication partner’s preference and would try her best to switch her language to match mine. Brahma 在会话中遵循言语治疗师的引导，适当地在英语和普通话之间切换（例如，当她问我某个词的意思时，在用普通话解释后，她会切换回英语并回答问题）。这表明她能够意识到交流对象的偏好，并尽力切换语言以配合我。
Brahma’s mum described Brahma as an outgoing, sensitive, and kind girl. She does not get upset often, and would try her best and not give up easily. She is described to have great emotional regulation skills and is very understanding. She is quick at making friends and building new relationships. She enjoys drawing, comics, Japanese animation and anything that is related to science. Brahma 的妈妈形容 Brahma 是一个外向、敏感且善良的女孩。她不常生气，会尽力而为且不轻易放弃。她被描述为具有很好的情绪调节能力且非常善解人意。她很快能交到朋友并建立新关系。她喜欢绘画、漫画、日本动画以及任何与科学相关的事物。
She does not enjoy big crowds and loud noises; however, loves extreme and fun outdoor activities. She is also reportedly flexible and copes well with changes in daily routines. 她不喜欢人多嘈杂的环境；然而，喜欢极限和有趣的户外活动。据报道，她也很灵活，能够很好地应对日常生活中的变化。
Summary 总结
Brahma Yang is a delightful and friendly 10-year-old girl from a bilingual Mandarin-English background, who does not appear to present with a language disorder. However, she presents with average language skills in Mandarin and below average language skills in English due to English being her second language with limited exposure so far ( ∼2\sim 2 years in an academic setting only). Brahma Yang 是一个令人愉快且友好的 10 岁女孩，来自双语普通话-英语背景，似乎没有语言障碍。然而，由于英语是她的第二语言且接触有限（仅在学术环境中接触了 ∼2\sim 2 年），她的普通话语言能力处于平均水平，而英语语言能力低于平均水平。
Brahma’s English language skills are still developing. Understandably the changes in linguistic and cultural environments are going to contribute to relative difficulties when compared to monolingual or bilingual-speaking peers who have undergone schooling in an English dominant environment, or have been bilingual for most of their life. As she has only around 2 years of being fully exposed in an English dominant environment, it will be important to continue monitoring her learning and progress in learning the language; thus, a year end review with a speech pathologist would be important. Brahma 的英语语言技能仍在发展中。可以理解的是，与那些在以英语为主导环境中接受教育，或大部分时间都是双语者的单语或双语同龄人相比，语言和文化环境的变化会带来相对的困难。由于她在以英语为主导的环境中完全接触的时间只有大约 2 年，继续监测她的学习和语言学习进展将非常重要；因此，年终与言语病理学家的评估将是必要的。
As mentioned above, it is important to note that even though Brahma has been immersed in an English speaking environment for around 2 years, her receptive language score in English was only mildly below the average range compared to monolingual English speaking peers, suggesting that she is acquiring English language receptively rather quickly and well. 如上所述，值得注意的是，尽管 Brahma 已经在英语环境中浸润了大约 2 年，她在英语接受性语言方面的得分仅略低于单语英语同龄人的平均范围，这表明她在接受性英语语言习得方面进展迅速且良好。
It is also recommended that Brahma’s dysfluencies are closely monitored by a speech pathologist… 同时建议由言语病理学家密切监测 Brahma 的语言流畅性问题……
She presents with appropriate pragmatic language skills, although it is also important to note that she may present with some differences that are likely due to a cultural difference (e.g., possibly more passive than other children in a group, finding it difficult to ask for help from a teacher). 她表现出适当的语用语言技能，尽管同样重要的是要注意，她可能会表现出一些差异，这些差异很可能是由于文化差异引起的（例如，在群体中可能比其他孩子更被动，难以向老师寻求帮助）。
Recommendations 建议
Commence fortnight speech pathology sessions to target expressive language in both English and monitor Brahma’s speech dysfluencies. 开始每两周一次的言语病理学课程，针对英语表达语言进行训练，并监测 Brahma 的言语不流畅情况。
End of year review for Speech Pathology Assessment to measure Brahma’s progress/development of English language/language overall. 年终进行言语病理学评估复查，以衡量 Brahma 的英语语言及整体语言的进步/发展。
Commence English tutoring to assist with her English language learning. 开始英语辅导，帮助她学习英语。
Continue to monitor fluency of her speech. 继续监测她的语言流利度。
Providing a lot of encouragement and praise to build Brahma’s confidence. 给予大量鼓励和表扬，以建立 Brahma 的自信心。
Strategies for home/ school 家庭/学校的策略
Expressive language 表达性语言
Be patient when Brahma is speaking; not rushing a student who has some expressive language difficulties will reduce frustration levels. 当 Brahma 在说话时要有耐心；不催促有表达性语言困难的学生可以减少他们的挫败感。
Support the Brahma’s communication in a social breakdown by giving her the language she may need. 在社交障碍时，支持 Brahma 的交流，提供她可能需要的语言。
Repeat her sentences back to her modelling correct sentence structure. E.g. the child: “her got me a drink”, parent: “she got you a drink? That’s great!”. It is not necessary to ask them to repeat after you, just focus on modelling the correct structure. 重复她的话，示范正确的句子结构。例如，孩子说：“her got me a drink”，家长说：“she got you a drink? That’s great!” 不必要求她重复，只需专注于示范正确的结构。
Provide Brahma with choices of correct grammar, sentence structure or word choice to help her process the correct form or word to use. For example: “man goes there or the man went there?” 为 Brahma 提供正确语法、句子结构或词汇选择的选项，帮助她处理正确的形式或用词。例如：“man goes there 还是 the man went there？”
Modelling a range of meaningful utterances for a variety of communicative purposes. I.e. utterances to make requests; refusals; protests; comments; asking simple wh- questions; expressing emotions; responding to questions; engaging in social situations. 为各种交际目的模拟一系列有意义的表达。即表达请求、拒绝、抗议、评论、提出简单的 wh-问题、表达情感、回答问题、参与社交场合的表达。
Receptive language: 接受性语言：
Clarify whether Brahma has understood information/instructions by asking her to explain it back to the speaker. 通过让 Brahma 向说话者复述信息/指令，来确认她是否理解。
Repeat exposure to new information in a multisensory way, for example hear information, read it, and do something with it (draw/write/create). 以多感官的方式反复接触新信息，例如听信息、阅读信息，并进行相关操作（绘画/写作/创作）。
As spoken language is fleeting, and not accessible to be directly referred back to, Brahma will benefit from having key points typed, drawn, or otherwise visually represented to support her comprehension and recall of multiple pieces of information. 由于口语是短暂的，无法直接回溯，Brahma 将受益于将关键点以打字、绘画或其他视觉形式呈现，以支持她对多条信息的理解和记忆。
Adults being clear and direct in communication, avoiding or explaining any figurative language used (e.g. ‘hold your horses’, ‘that’s the icing on the cake’, ‘the last straw’ etc). 成年人在交流时应清晰直接，避免使用或解释任何比喻性语言（例如“hold your horses”，“that’s the icing on the cake”，“the last straw”等）。
Constant reminders and instructional steps presented one at a time or broken down into smaller steps and written down especially for novel or difficult tasks. 不断提醒，并将教学步骤一次只呈现一个，或分解成更小的步骤并写下来，尤其适用于新颖或困难的任务。
Where possible, demonstrate task expectations with a completed work sample or demonstration of the steps involved. 尽可能通过完成的工作样本或演示所涉及的步骤来展示任务的期望。
Break instructions down into single steps, supported with a visual cue. This could be a gesture, a picture, a drawing or by showing her the step. 将指令分解为单个步骤，并辅以视觉提示。这可以是手势、图片、图画或通过向她展示步骤来实现。
Give information to Brahma in short chunks rather than all at once. 向 Brahma 提供简短的信息，而不是一次性全部告知。
Should you have any questions or concerns please contact me on joelle@speechease.com.au or (03) 8645 3747 如果您有任何问题或疑虑，请通过 joelle@speechease.com.au 或电话(03) 8645 3747 与我联系。
APPENDIX A: ADDITIONAL TECHNICAL INFORMATION 附录 A：附加技术信息
Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5) 语言基础临床评估 - 第五版（CELF-5）
The CELF-5 is a practical assessment for the identification, diagnosis and follow-up evaluation of language and communication disorders in children and adolescents. Assessment with the CELF-5 can determine the presence and nature of a language disorder. As this assessment has been standardised on a normative sample of monolingual English-speaking Australian children. CELF-5 是一种实用的评估工具，用于识别、诊断及后续评估儿童和青少年的语言及交流障碍。通过 CELF-5 评估可以确定语言障碍的存在及其性质。该评估基于以英语为母语的澳大利亚儿童的规范样本进行标准化。
Due to Brahma’s EAL background (having only learnt English consistently for just over 2 years), I would not recommend using these scores as a valid indication of a language disorder. 鉴于 Brahma 的英语作为额外语言（EAL）背景（仅持续学习英语刚超过两年），我不建议将这些分数作为语言障碍的有效指示。
However, in this case, I will recommend using them for the purpose of proving that despite having a clear language dominance in Mandarin, Brahma’s receptive (English) language scores compared to her monolingual English-speaking peers, are just mildly below average. While her expressive (English) language and core (English) language scores are severely below the average range compared to monolingual English speaking peers. 然而，在这种情况下，我建议使用这些数据来证明，尽管 Brahma 在普通话方面具有明显的语言优势，但她的接受性（英语）语言成绩与单语英语同龄人相比，仅略低于平均水平。而她的表达性（英语）语言和核心（英语）语言成绩则明显低于单语英语同龄人的平均范围。
Test Results 测试结果
Brahma obtained the following Language Index scores: Brahma 获得了以下语言指数分数：
Index 指数
Standard Score 标准分数
^(****){ }^{* *} Functional Range ^(****){ }^{* *} 功能范围
Core Language Score 核心语言分数
64
Severely below average 严重低于平均水平
Receptive Language Index 接受性语言指数
78
Mildly below average 轻度低于平均水平
Expressive Language Index 表达性语言指数
59
Severely below average 严重低于平均水平
Index Standard Score ^(****) Functional Range
Core Language Score 64 Severely below average
Receptive Language Index 78 Mildly below average
Expressive Language Index 59 Severely below average| Index | Standard Score | ${ }^{* *}$ Functional Range |
| :---: | :---: | :---: |
| Core Language Score | 64 | Severely below average |
| Receptive Language Index | 78 | Mildly below average |
| Expressive Language Index | 59 | Severely below average |
A standard score between 86 and 114 is within the average range. 标准分数在 86 到 114 之间属于平均范围。
**Only in the context of when compared to monolingual English speaking peers **仅在与单语英语同龄人比较的情况下适用
Receptive Language Index 接受性语言指数
Subtest 子测验
Subtest Scaled Score 子测验标准分
**Functional Range **功能范围
Word Classes 词类
6
Below Average 低于平均水平
Following Directions 遵循指示
7
Borderline/below average 边缘/低于平均水平
Semantic Relationships 语义关系
6
Below Average 低于平均水平
Subtest Subtest Scaled Score **Functional Range
Word Classes 6 Below Average
Following Directions 7 Borderline/below average
Semantic Relationships 6 Below Average| Subtest | Subtest Scaled Score | **Functional Range |
| :--- | :--- | :--- |
| Word Classes | 6 | Below Average |
| Following Directions | 7 | Borderline/below average |
| Semantic Relationships | 6 | Below Average |
*A Subtest Scaled Score between 8 and 12 is within the average range. *子测验标准分在 8 到 12 之间属于平均范围。
**Only in the context of when compared to monolingual English speaking peers **仅在与单语英语同龄人比较的情况下适用
*A Subtest Scaled Score between 8 and 12 is within the average range. *子测验的标准分数在 8 到 12 之间属于平均范围。
**Only in the context of when compared to monolingual English speaking peers **仅在与单语英语同龄人比较的情况下适用
APPENDIX B: SUGGESTED SERVICES TO ACCESS 附录 B：建议的可获取服务
If the content of this report has been distressing or triggering for you, you can contact: 如果本报告的内容让您感到不安或触发了不适，您可以联系：
Beyond Blue Support Service - Provides 24/7 advice and support via telephone (call 130022 4636), webchat and email (email response provided within 24 hours). Beyond Blue 支持服务 - 通过电话（拨打 1300 22 4636）、网络聊天和电子邮件（24 小时内回复）提供全天候建议和支持。
Your GP (General Practitioner) to organise a referral to a local psychologist or another mental health service. 请咨询您的全科医生（GP），安排转诊至当地心理学家或其他心理健康服务。
Word Classes (Subtest) 词类（子测试）
Brahma showed strength in her ability to understand the relationship between words based on semantics, function, place or time of occurrence. When presented with picture stimuli, Brahma was able to connect two of them based on their semantic features. When the visuals were removed and Brahma was presented with four words auditorily with no visual stimuli, she found it more difficult to rely on verbal input in English alone, not understanding some of the target words, requiring Brahma 在理解基于语义、功能、发生地点或时间的词语关系方面表现出较强的能力。当呈现图片刺激时，Brahma 能够根据语义特征将其中两个图片联系起来。当视觉刺激被移除，Brahma 仅通过听觉接收四个英文单词时，她发现仅依靠英语口头输入更为困难，无法理解部分目标词汇，需要...
