The Receptive, Expressive &
Social Communication Assessment

A Comprehensive New Test for Today’s Complex Caseload

RESCA–Elementary

Authors:
Patricia Hamaguchi, MA, CCC-SLP
Deborah Ross-Swain, EdD, CCC-SLP

Developed by practicing clinicians, the RESCA assesses the functional features of language that really matter, all in one instrument.

  • Receptive Core
  • Expressive Core
  • Social Communication Core
  • Social Communication Inventory

The RESCA-E (2015) combines standardized tests with informal observation across different settings to give a more complete picture of a child's communication skills. It targets critical areas of language development which are often included in IEPs and treatment plans but are difficult or impossible to objectively measure with existing tests for the elementary-age population. The RESCA-E has 14 components, organized into three cores. Subtests can be selectively utilized to target specific skill areas.

“The items reflect a deep understanding of what matters in the evaluation of children...Each item is intended to measure something substantial and relevant to everyday functioning.”
–W. Joel Schneider, PhD

RECEPTIVE Core

Target receptive language at the word, sentence, and narrative levels:

  • Comprehension of Vocabulary
  • Comprehension of Oral Directions
  • Comprehension of Stories and Questions
  • Comprehension of Basic Morphology and Syntax (supplemental)
  • Executing Oral Directions (supplemental)

Comprehension of Oral Directions
The mother said “Brush your teeth now.” Which one is right?

Oral Directions

EXPRESSIVE Core

Target expressive language at the word, sentence, and narrative levels:

  • Expressive Labeling of Vocabulary
  • Expressive Skills for Describing and Explaining
  • Narrative Skills
  • Expressive Use of Basic Morphology and Syntax (supplemental)

Narrative Skills
Story recall with picture supports.

Story Recall

SOCIAL COMMUNICATION Core

Provide information about a child's "testable" social-language knowledge and their observed social behavior:

  • Comprehension of Body Language and Vocal Emotion
  • Social and Language Inference
  • Situational Language Use
  • Elicited Body Language (supplemental)
  • Social Communication Inventory (supplemental)

Comprehension of Body Language and Vocal Emotion
The mother said “Brush your teeth now.” Which one is right?

Body Language

Social Communication Inventory (SCI)
The SCI is a 28-item behavior rating scale that gathers information on how a child interacts with others across settings. It provides a more holistic picture of a child's social communication skills and can be completed by either parents or professionals.

Kit

About the Test:

Based on current research and designed for today’s child, the RESCA–E was developed to provide essential information to professionals and parents about a child’s receptive, expressive and social communication language skills. It targets critical areas of language development which are often included in IEPs and Treatment Plans, but difficult or impossible to objectively measure with existing tests for the elementary age population.

The RESCA–E combines standardized tests and informal observation across settings to give a more complete picture of a child’s communication skills. It is truly the “missing assessment piece” for today’s children who present with unique challenges-from the child with very limited language skills to those who typically “test well” but are communicatively less successful in dynamic, social and academic environments.

The RESCA–E is for children ages 5 through 12-11. In order to participate in the RESCA-E, the child should be able to reliably point to a requested picture (receptive tasks) and verbalize (expressive tasks). Children who present with possible language or social-pragmatic deficits are excellent candidates for this test.

About the Authors:

Patti HamaguchiPatricia Hamaguchi, MA, CCC-SLP, a speech-language pathologist with over 30 years of experience, has worked in the public schools in NJ and CT, and is currently Director of a pediatric private practice in Cupertino, California. She has written several books including A Metacognitive Treatment Program for Children with Auditory Processing Disorder and It’s Time to Listen. Patti is also the founder of Hamaguchi Apps for Speech, Language & Auditory Development.

Dr. Deborah Ross-SwainDr. Deborah Ross-Swain, Ph.D, is the founder, owner and clinical director of The Swain Center for Listening, Communicating and Learning. Dr. Swain is the past president of the California Speech-Language and Hearing Association. She is the Past President of California Speech Pathologists and Audiologists in Private Practice (CALSPAPP) and served on the board of directors for the American Academy of Private Practice Speech Pathologists and Audiologists (AAPPSPA). She is the author of several standardized tests, including the Ross Information Processing Assessment.

About the Publisher:

ATP logo

Academic Therapy Publications (ATP) is the publisher of many assessments used by speech pathologists, school psychologists, and other professionals including the Expressive and Receptive One-Word Picture Vocabulary Tests (EOWPVT-4 and ROWPVT-4), the TAPS-4: A Language Processing Assessment, the Test of Semantic Reasoning (TOSR), the Kindergarten Essential Skills Assessment (KESA) and the Test of Information Processing Skills (TIPS).