Abstract
With increased calls for documenting the educational impact of communication deficits and treatment outcomes, the need for systematic measures of students' communicative effectiveness in the classroom has never been greater. Teachers are in an excellent position to observe and measure their students' verbal and nonverbal communicative abilities and use of compensatory strategies; thus, speech-language pathologists in schools may benefit from a use of teacher rating scales. This article describes the initial development and possible applications of such a measure, the Teacher Assessment of Student Communicative Competence (TASCC), for use with students in the first through fifth grades.
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