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

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80%

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/ð/ and /θ/ in a sentence with 80% accuracy

DATES ATTENDED THERAPY

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vowelized /r/ in words with 80% accuracy

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definition for each 5 grade-level vocabulary words with 90% accuracy

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0%

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5 grade level vocabulary words in a sentence with a subject, predicate and adjective with 90% accuracy

DATES ATTENDED THERAPY

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produce 5 antonyms and 5 synonyms for each grade level vocabulary word with 80% accuracy

DATES ATTENDED THERAPY

TRIA

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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/