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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foul mood, this was a new method for the clinician. The client’s attention was maintained by incorporating his toys into the session as well utilizing play breaks which allowed the client to regain focus. The second goal for the session was to improve the client’s expressions. The client utilized a picture book to work on progressive endings. The clinician would prime the client by using gestures for the client to say the target word, the client would mimic these gestures Some of the target words included ‘swimming’ and ‘playing’.
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
as ‘airless learning.’ The clinician used feedback techniques such as ‘great job.’ The client really seemed to enjoy being praised when correct, this seemed to be motivation for the client to participate and do well during the session. The clinician utilized the client’s toys, a picture book, the client’s AAC device, as well as the special play time toy. I believe the client really benefitted from the stimuli that were utilized and were the most effective tools for the client. The clinician would collect data on a sheet of paper. She would tally up the correct responses, and make note which target words the client was having trouble with. The client would analyze the data by comparing the number of correct responses with the amount of correct responses from previous sessions to measure the client’s progress. 3. Questions: The question I had leaving the session is, “how does the clinician balance promoting the client’s speech as well promoting the AAC device? The clinician focused on both modes of communication but I wonder when the client gets older if he will only use the AAC device as a supplementary form of communication. 4. Integration: I believe the session relates to Kamhi (2011) article. Specifically, the certainty verse uncertainty. This idea revolves around when a clinician should question their therapy techniques. The Kamhi article defines certainty as “tradition, and acceptance of status quo,” whereas uncertainty was defined as, “skepticism and change. “(Kamhi 2011). During the session the clinician began the session outside, this was a new method of treatment for her and was very skeptically if this method would have been beneficial. The clinician was balancing certainty and uncertainty by having the typical session outside. If the clinician wouldn’t have taken the risk of the uncertainty, it is likely the client wouldn’t have participated in the session.
We need to adapt our verbal communication accordingly to the different situations. Working on a learning activity it is important that the children are focused and that we deal with any distractions
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.
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
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.
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.
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
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.
Augmentative and Alternative Communication (AAC). (n.d.). Augmentative and Alternative Communication (AAC). Retrieved April 4, 2014, from http://www.asha.org/public/speech/disorders/
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