Blog #2
Background:
Mid-semester I was assigned a 5 year old boy, (J), who was initially referred by his school to the WVU Speech and Hearing Center for a diagnostic evaluation. After the diagnostic was administered, speech therapy was recommended to work on articulation and to evaluate language.
During the first few sessions with J, I administered the Goldman Fristoe Test of Articulation, Khan-Lewis Phonological Analysis, and the Preschool Language Scale 4. Test results revealed J’s language to be within normal limits. However, his articulation score put him in the moderate to severe category making his speech unintelligible to an unfamiliar listener. At first, I did have trouble understanding what J was telling me. Now I can understand what J says most of the time.
Technique:
I have been using the phonetic approach with J and we practice, practice, and practice! The main thing I use in therapy is articulation cards. (stimulus) However, since J is only 5 cards get boring real fast. Therefore, I plan camping trips, scavenger hunts, and variety of games using these articulation cards to make therapy more enjoyable.
Also, I always make sure to give a lot of reinforcement (knowledge of response). For example, whenever J can put an ending on a word I say enthusiastically “good job” or when he does not get something quite right I might say “Good try, remember to close to word.”
J has made quite a bit of progress in a short amount of time. Now whenever you remind him to put endings on words he usually gets it for that sessions. J still displays problems with transferring to spontaneous speech.
Goals:
The main goal for therapy has been working on final consonant deletion. Starting out, I tested auditory discrimination and he displayed 90% accuracy in three consecutive sessions which allowed us to move forward to another goal. Recently, initial consonant deletion was added.
Clinicial Expertise:
Since I am still new at being a clinician, my supervisor, Mrs. Graebe directed me as to where to begin. Mrs. Graebe has given me a lot of ideas and I have taken those ideas and have tried different things with each session. J also likes to spontaneity.
Patient Values:
J’s mother has been very supportive. While, J and I go on our scavenger hunt in the hallway, J’s mother comes along as well to see what we are doing. She also participates. For example, J finds the card “soap” and he doesn’t close the word she says “J close it”. She sometimes appears frustrated whenever J was not closing to word with the right sound, so I had to reassure her he was doing a great job and right now we just want him to add any type of closing to words.
Effectiveness:
I feel this technique has been effective. Data collected in therapy supports J is definitely improving.
Supporting Evidence / Reference:
Williams,A.L. (2003). Speech disorders resource guide for preschool children. Singular Resource Guide Series. Thomson: Delmar Learning.
I was very excited when I found this article. It supported what I have been doing with J. The techniques talked about in this article were the same strategies in which I have been doing with J. Listed below are the strategies in which I am talking about.
1. Treatment occurs 2x/week.
2. Analyze child’s errors
3. Select Treatment Targets
4. Begin with imitation until 90% accuracy is reached in three consecutive therapy sessions
5. Progress to spontaneous speech
Monday, November 26, 2007
Monday, October 22, 2007
Technique
Meet Miss “J”
My first client in speech therapy has not only been interesting but has also been a great experience. My client is a twenty-two year old female, who was diagnosed as a child with a syndrome called Cavun Setum Pellicidum. J. has received therapy at West Virginia University Speech and Hearing Center from 1989-1996 and then returned in 2001 to the present.
To communicate, my client uses a variety of alternative communication devices (AAC) as well as nontraditional sign language. My client’s alternative communicate devices included the following: a laminated poster board which contains words used in her daily environment; a small personal notebook which includes one and two word phrases; and a larger personal communication notebook which includes one and two word phrases.
Past Treatment:
J. has been coming to therapy twice a week for fifty minute sessions. Two goals from previous therapy have been to enhance J’s receptive and expressive languages with both her small and large notebook. Recently, the Vantage, which is an AAC device, has been introduced to J.
Goals for this semester:
In therapy, I have had three main goals I have been focusing on. These goals work to enhance my client’s receptive and expressive languages. The first two goals have been working with my client’s personal forms of communication by using her small and large personal communication notebook. The last goal has been to familiarize my client with an actual AAC device and to present a new lesson each day to work on spelling and saying words out loud.
The Vantage, AAC device, has been the main focus of therapy this fall. The Vantage is comparable to the Picture Exchange Communication System (PECS), but, instead of using just cards it was also on the computer so every word has been digital.
Technique:
My technique when teaching on the Vantage is to provide visual cues with everything I do. For example, whenever I teach my client the word family, I present the actual letters of family, a picture of a family, and say family in a sentence before I ask my client to find the icon for family on the Vantage.
Supporting Evidence:
- Research Literature-
According to the Autism Society my technique is one I can continue with. The Autism Society stated that this technique is “clear, intentional, and helpful to get language started as well as to provide a way of communication for those who are not able to talk.”
A survey was done in Africa, comparing teacher’s attitudes on AAC devices. This survey was published in the South African Journal of Education and it’s sole purpose was to determine and compare attitudes between a digital device and a communication board. Results revealed that teachers were generally positive towards both devices, but there was a consistent tendency to view the digital AAC device more positively.
- Clinical Expertise-
Augmentative Communication News, (ACN), also supports the use of AAC devices. ACN came up with four points speech-language pathologists need to do when working with clients who have AAC devices.
SUPPORT to use of client’s who use AAC devices
Advocate to other professionals, families, friends, etc. on what AAC devices, the purpose of these devices, and the importance of the usage
Expect your client’s to use his/her devices in not only therapy but in the outside world
Expect to see your client continually improve and increase his/her independence when communication
- Patient Values & Preferences-
ACN talked about what common things people have wanted to experience before getting an AAC device. The basic thing everyone wanted was to have functional communication. Another point that was mentioned, was the want of having something to enable the client to choose what they wanted to say, specific activities and food that they wanted.
Effectiveness:
I feel during this semester of therapy my technique has been beneficial in increasing both J’s receptive and expressive languages. Whenever I would present a visual of each word I wanted to teach J, she would automatically point first to the word on the table; then J would try to match what she saw in front of her to the icon on the Vantage screen. Being able to listen to the word in a sentence, and then applying the concept by touching the icon on the Vantage screen makes me strongly believe this technique has been working effectively.
References:
Augmentative Communication News, 8. Retrieved on October 20, 2007 from http://augcominc.com
Autism Society of America: The Voice of Autism. Retrieved on October 19, 2007 from http://www.autism-society.org
1999. South African Journal of Education, 21. Retrieved October 20, 2007.
My first client in speech therapy has not only been interesting but has also been a great experience. My client is a twenty-two year old female, who was diagnosed as a child with a syndrome called Cavun Setum Pellicidum. J. has received therapy at West Virginia University Speech and Hearing Center from 1989-1996 and then returned in 2001 to the present.
To communicate, my client uses a variety of alternative communication devices (AAC) as well as nontraditional sign language. My client’s alternative communicate devices included the following: a laminated poster board which contains words used in her daily environment; a small personal notebook which includes one and two word phrases; and a larger personal communication notebook which includes one and two word phrases.
Past Treatment:
J. has been coming to therapy twice a week for fifty minute sessions. Two goals from previous therapy have been to enhance J’s receptive and expressive languages with both her small and large notebook. Recently, the Vantage, which is an AAC device, has been introduced to J.
Goals for this semester:
In therapy, I have had three main goals I have been focusing on. These goals work to enhance my client’s receptive and expressive languages. The first two goals have been working with my client’s personal forms of communication by using her small and large personal communication notebook. The last goal has been to familiarize my client with an actual AAC device and to present a new lesson each day to work on spelling and saying words out loud.
The Vantage, AAC device, has been the main focus of therapy this fall. The Vantage is comparable to the Picture Exchange Communication System (PECS), but, instead of using just cards it was also on the computer so every word has been digital.
Technique:
My technique when teaching on the Vantage is to provide visual cues with everything I do. For example, whenever I teach my client the word family, I present the actual letters of family, a picture of a family, and say family in a sentence before I ask my client to find the icon for family on the Vantage.
Supporting Evidence:
- Research Literature-
According to the Autism Society my technique is one I can continue with. The Autism Society stated that this technique is “clear, intentional, and helpful to get language started as well as to provide a way of communication for those who are not able to talk.”
A survey was done in Africa, comparing teacher’s attitudes on AAC devices. This survey was published in the South African Journal of Education and it’s sole purpose was to determine and compare attitudes between a digital device and a communication board. Results revealed that teachers were generally positive towards both devices, but there was a consistent tendency to view the digital AAC device more positively.
- Clinical Expertise-
Augmentative Communication News, (ACN), also supports the use of AAC devices. ACN came up with four points speech-language pathologists need to do when working with clients who have AAC devices.
SUPPORT to use of client’s who use AAC devices
Advocate to other professionals, families, friends, etc. on what AAC devices, the purpose of these devices, and the importance of the usage
Expect your client’s to use his/her devices in not only therapy but in the outside world
Expect to see your client continually improve and increase his/her independence when communication
- Patient Values & Preferences-
ACN talked about what common things people have wanted to experience before getting an AAC device. The basic thing everyone wanted was to have functional communication. Another point that was mentioned, was the want of having something to enable the client to choose what they wanted to say, specific activities and food that they wanted.
Effectiveness:
I feel during this semester of therapy my technique has been beneficial in increasing both J’s receptive and expressive languages. Whenever I would present a visual of each word I wanted to teach J, she would automatically point first to the word on the table; then J would try to match what she saw in front of her to the icon on the Vantage screen. Being able to listen to the word in a sentence, and then applying the concept by touching the icon on the Vantage screen makes me strongly believe this technique has been working effectively.
References:
Augmentative Communication News, 8. Retrieved on October 20, 2007 from http://augcominc.com
Autism Society of America: The Voice of Autism. Retrieved on October 19, 2007 from http://www.autism-society.org
1999. South African Journal of Education, 21. Retrieved October 20, 2007.
Friday, August 17, 2007
Let's talk.
Hello everyone! I must say this is the first experience I have with blogging - so I'm learning as I go. I graduated in May 2007 from WVU with a B.S. degree in speech pathology and audiology.
I am very excited to start graduate school and get hands on experience. I feel hands-on experience is how I learn the best. As of right now, I'm torn between which setting I feel would make me the happiest. I have always loved little kids. However, I volunteered in a nursing home and ended up loving the experience. I found out that adults need us just as much -sometimes if not more- than children do. Also, TBI's, feeding and swallowing issues, and autism really interest me. Keeping my options open is the best thing for me to do right now.
I am very excited to start graduate school and get hands on experience. I feel hands-on experience is how I learn the best. As of right now, I'm torn between which setting I feel would make me the happiest. I have always loved little kids. However, I volunteered in a nursing home and ended up loving the experience. I found out that adults need us just as much -sometimes if not more- than children do. Also, TBI's, feeding and swallowing issues, and autism really interest me. Keeping my options open is the best thing for me to do right now.
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