1. Background Information: On February 9, 2018 I observed a clinical session, the client was a 4-year-old child with a genetic disorder, which presents a mixed expressive-receptive language disorder as well as other language delays.
2. Brief Description: The long-term goals for the client included to increase intelligibility of speech sound by improving communicative effectiveness. Secondly, to increase expressive language by learning new vocabulary as well as utilizing an AAC device. Lastly, to increase play with peers which will promote engagement for the client. The short-term goals for the specific session I observed includes to maintain the client’s attention throughout the session. The session was conducted outside on the playground because the client was in a
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The last goal for this specific session was to improve the client’s ability to utilize the AAC device. The clinician would ask the client questions such as, “How do you feel today?” the client would respond to the clinician by saying two to three word utterances. I believe the clinician was very effective in the objective of maintaining the client’s attention. In the beginning of the session the client had no interest in participating in the session. However, the client used tactics such as asking questions about the client’s toys, the client would achieve the goal of producing two to three word utterances on his AAC device to answer the client’s question. I noticed a drastic change in the client’s participation when the clinician started incorporating the toys into the session. The play break was also very effective because the client thought it like free time, however the clinician was noting his spontaneous speech, and the errors. The modeling the clinician used was gestors that the client would copy-cat to be able to hit the target word, the clinician explained this
Seth is a 4 year old boy who was diagnosed with Autism. He is an only child and concerns about his development rose when he didn't engage in peek-a-boo or mimicking facial expressions/gestures. His parents, at a young age, would try to engage him or attain his attention with toys, songs, or games but Seth had no interest. Seth early made eye contact, didn't babble, or respond when his name was called. His motor skills developed at the appropriate age but at the age 2 Seth still had no words. His parents had his hearing checked, and the results came back that he was healthy, but he was diagnosed with autism and started to receive services through his public school at 3 years old.
A: Child was alert and compliant most of the time. He was able to follow the sequence of task for obstacle course with min verbal, visual and tactile cues. He was noted to exhibit good attention span with the speech therapist in answering questions from buddy bear book. However, he exhibited difficulty in distinguishing color of jumbo beads during the structured sit-down activity.
University of Michigan Health System. “Speech and Language Delay and Disorder.” Med.umich.edu June 2008. 2 March 2011
My observation took place at Providence Speech and Hearing Center in Fullerton. I had the opportunity to watch Megan Dorsett, M.A. CCC-SLP (CA #: 24744, ASHA #: 14112467) conduct a therapy session with a group of two four-year-old boys. The session was fast-paced and efficient, it quickly transitioned from one activity to the next. It began with Megan showing the group flashcards and then having them describe what they saw. Responses from the group included “she’s eating a watermelon” and “she’s riding a bike.” Megan proceeded therapy with a quick bubble popping session. This involved her asking each member of the group if they wanted big or small bubbles and they provided responses such as “I want big bubbles.” During this activity, Megan
My on-site experience with Dr. Ramono was surprisingly brief, less than an hour and a half long, but in this short time, I was able to observe and absorb a great deal of information. This experience took place on the B1 level of the University Hospital in the Cancer Center. Even though I was unable to shadow Dr. Ramono, an oncology surgeon, during his rounds, I was able to sit in on a multidisciplinary clinic that consisted of a diverse gathering of doctors, nurses, and social workers. After this meeting, which lasted approximately 50 minutes, he took my colleague and I into a free room in the Cancer Center to inform us of what was actually happening in the clinic and answer any of our questions.
I performed three observations in Ms. Robinson’s speech therapy class. Ms. Robinson pulls different students from their classes to join her for a 30-minute session. The children do not attend a session every day.
The third child looked at was Sarah who has a learning disability that wasn 't diagnosed until she was in fifth grade due to her ability to compensate for her disability in the previous grades. It is found that she has an expressive language problem. Sarah understands everything well, but has trouble expressing what she knows. I was surprised that the solution was to just practice speaking in school. I expected it to be a lot more complicated to help
During my clinical rotation, I notice situations wherein some nurses try to skip a step to save time when attending to all their patients’ needs. Although intentions are good, I believe that these instances make nurses overlook their personal safety especially when the floor gets busy. The use of personal protective equipment (PPE) would be my example. There is an incidence when a nurse did not wear gloves on her dominant hand that is sticking a needle during IV insertion. She said that it is easier for her to get a good stick without the gloves on. She wants to avoid multiple attempts as much as possible and worries about any patient discomfort. I asked the nurse if this practice does not scare her if an accident may happen. I also implied
Specific language impairment (SLI) is one of the most common childhood disorders, affecting 7% of children. These children experience difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, and normal opportunities to learn language in the absence of any obvious neurological problems. The causes of SLI are still hotly debated, ranging from nonlinguistic deficits in auditory perception to high-level deficits in grammar.
Children with CP communicate in carious ways: speech, vocalization, gesture and body language, and perhaps augmentative and alternative communication (AAC) systems and/or written language. Any intelligible communication is accepted in a ‘total communication approach’ and it is accepted and revised for most children (Pennington, 2008). Therapy to foster the development of receptive and expressive spoken language follows the same principles and practice as therapy for children without motor disorder (Hidecker et al., 2011). Just like screenings, therapy may need to be adapted to a limitations and an individuals needs of a child that has restricted speech movement with restricted speech and (Watson,
In general, mixed receptive-expressive language disorder is characterized by a child's difficulty with spoken communication. The child does not have problems with the pronunciation of words, which is found in phonological order. The child does, however, have problems constructing coherent sentences, using proper grammar, recalling words, or similar communication problems. A child with mixed receptive-expressive language disorder is not able to communicate thoughts, needs, or wants at the same level or with the same complexity as his or her peers. In addition, the child often has a smaller vocabulary than his or her peers. Children with mixed receptive-expressive language disorder also have significant problems understanding what other people are saying to them. This lack of comprehension may result in inappropriate responses or failure to follow directions. Some people think these children are being deliberately stubborn or obnoxious, but this is not the case. They simply do not understand what is being said. Some children with this disorder have problems understanding such specific types of terms as abstract nouns, complex sentences, or spatial terms. In this language disorder child have both the characteristics of receptive and expressive
Parental education will be key with LB’s intervention. This intervention approach and parental education will involve face-to-face interaction, natural vocalization times, and imitation (Scherer & Chapman, 2014). The intervention should take place in the clinic and at home with clinician and parents. During sessions in the clinic and at home, the clinician should educate the parents on when and how to imitate vocalization, perform recasts, turn-take, allow for communicative opportunities, and utilize responsive interaction strategies, wait time, and environmental arrangement (Scherer & Chapman,
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Speech sound disorders (SSD) are the most common communication disorder in the pediatric population, impacting approximately 10 to 15 percent of children between 4 and 5 years old (Gierut, 1998 & McLeod & Harrison, 2009). SSDs result in speech intelligibility, occurring from difficulties in motor production of speech, phonological awareness of vowels and consonants, syllable discrimination, and the ability to understand rhythm, stress, and intonation of words (Bowen, 2015). Children diagnosed with SSD contribute to more than 70% of a speech-language pathologist’s (SLP) caseload (Waring & Knight, 2013). However, SSDs vary by degree of severity and deficits in each child, resulting in different targets during treatment.
Augmentative and Alternative Communication (AAC). (n.d.). Augmentative and Alternative Communication (AAC). Retrieved April 4, 2014, from http://www.asha.org/public/speech/disorders/