PRESENTED BY: KATIE STAAK APRIL 3,2011 DR. YANG CEPD 4101-04D Educational Psychology Application:...
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Transcript of PRESENTED BY: KATIE STAAK APRIL 3,2011 DR. YANG CEPD 4101-04D Educational Psychology Application:...
PRESENTED BY: KATIE STAAKAPRIL 3 ,2011
DR. YANGCEPD 4101-04D
Educational Psychology Application:
“Speech Therapy”
Service Learning Details
Location: University of West Georgia Comprehensive
Community Clinic (UWG CCC) Located in Education Center
Rationale: The clinic serves to provide speech and hearing
services to individuals with communication disorders SLP graduate students administer therapy in a
supervised clinic room
Client Details
9 year-old Caucasian maleHome-schooled Diagnosed with
Language delay Articulation disorder Mild Intellectual Disability
Attended UWG CCC since 2009Timing of treatment:
Therapy was administered Tuesday and Thursday from 2-2:45 14 sessions= 10 hours
Therapy Goals
1. JB will improve overall intelligibility. 2. JB will improve expressive language skills through new vocabulary acquisition.
1. JB will produce /ð/ and θ/ in a sentence with 80% accuracy given clinician verbal model. 2. JB will produce vowelized /r/ in words with 80% accuracy given clinician verbal model.3. JB will recite the definition for each 5 grade-level vocabulary words with 90% accuracy given clinician model. 4. JB will use 5 grade level vocabulary words in a sentence with a subject, predicate and adjective with 90% accuracy given clinician model.5. JB will produce 5 antonyms and 5 synonyms for each grade level vocabulary word with 80% accuracy given the clinician model.
Long Term Goals
Short Term Goals
Procedures in Therapy
AB will participate in age-appropriate activities to elicit expressive language skills through pointing, gesturing and imitating sounds. The activities used will be goal-centered to allow for data to be collected.
Therapy considerations:
Games not regularly used AB exhibits behavior and attention issues
Therapy Materials
Graphs
1/17
/12
1/19
/12
1/24
/12
1/26
/12
80%
82%
84%
86%
88%
90%
92%
94%
96%
/ð/ and /θ/ in a sentence with 80% accuracy
DATES ATTENDED THERAPY
TR
IALS C
OR
RE
CT
Graphs
1/19
/12
1/24
/12
1/26
/12
1/31
/12
2/2/
12
2/7/
12
2/9/
12
2/14
/12
2/21
/12
2/23
/12
3/1/
12
3/6/
12
0%
20%
40%
60%
80%
100%
120%
vowelized /r/ in words with 80% accuracy
DATES ATTENDED THERAPY
TR
IALS C
OR
RE
CT
Graphs1/
19/1
2
1/24
/12
1/26
/12
1/31
/12
2/2/
12
2/7/
12
2/9/
122/
14/1
2 (o
nly
3 w
ds)
2/21
/12
3/6/
12
3/8/
12
0%
20%
40%
60%
80%
100%
120%
definition for each 5 grade-level vocabulary words with 90% accuracy
DATES ATTENDED THERAPY
TR
IALS C
OR
RE
CT
Graphs1/
17/1
2
1/19
/12
1/24
/12
1/26
/12
1/31
/12
2/2/
12
2/7/
12
2/9/
122/
14/1
2 (o
nly
3 w
ds)
2/21
/12
3/6/
12
3/8/
12
0%
20%
40%
60%
80%
100%
120%
5 grade level vocabulary words in a sentence with a subject, predicate and adjective with 90% accuracy
DATES ATTENDED THERAPY
TR
IALS C
OR
RE
CT
Graphs1/
17/1
2
1/19
/12
1/24
/12
1/26
/12
1/31
/12
2/2/
12
2/7/
12
2/9/
122/
14/1
2(on
ly 3
wds
)
2/21
/12
3/1/
12
3/6/
12
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
produce 5 antonyms and 5 synonyms for each grade level vocabulary word with 80% accuracy
DATES ATTENDED THERAPY
TR
IALS C
OR
RE
CT
Reflective Teaching
Recorded sessions Use of flip-cams
Reflective Journal SOAP notes
Combination of artistic/creativity mind with a clinical/scientific mind
Learning Theories
Operant conditioning Positive reinforcement: stress-ball use
Learning theories Difficulty relating them to disordered children
Metacognition Awareness of learning at 9 years-old
Refernces
http://www.nclrc.org/essentials/whatteach/reflect.htm Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for
school-age children with spoken language disorders: A systematic review. Language, Speech & Hearing Services in Schools, 39(1), S110-37.
Hick, R. F., Joseph, K. L., Conti-Ramsden, G., Serratrice, L., & Faragher, B. (2002). Vocabulary profiles of children with specific language impairment. Child Language Teaching and Therapy, 18(2), 165-180.
doi:10.1191/0265659002ct233oa Parsons, S., Law, J., & Gascoigne, M. (2005). Teaching receptive vocabulary to
children with specific language impairment: A curriculum-based approach. Child Language Teaching and Therapy, 21(1), 39-59. doi:10.1191/0265659005ct280oa
Steele, S. C., & Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language
Teaching and Therapy, 27(3), 354-370. doi:10.1177/0265659011412247 http://speechroomnews.blogspot.com/