Walter, a 7.6 year old, received a speech-language evaluation to assess his language abilities. According to the American Speech and Hearing Association (2017), school speech-language pathologists are required to adhere to the CCSS. While it is a requirement to adhere to the CCSS, doing so also provides students with the repeated exposure of the curriculum, vocabulary, and multiple opportunities for practice. To assess Walter’s receptive language, The Peabody Picture Vocabulary Test (PPVT) (Dunn & Dunn, 2007) and the Test of Language Development – Primary 3rd Edition (TOLD-P: 3) (Newcomer & Hammil, 1988) were administered. Walter earned a score on the PPVT yielding a in a percentile rank of <1, which corresponds to a profound disorder in receptive
…show more content…
This activity is intended to target various goals, such as answering WH-questions, formulating grammatically correct sentences during a group therapy session. Group therapy sessions promote generalization of newly developed speech and language skills while facilitating language development through peer interactions. A group therapy session can provide Walter with realistic conversational events that occur everyday. Walter will be exposed to different feedback, natural pauses that occur in conversation, and distractions that challenge his behaviors as well as provide opportunities for improvement. Before each turn, the clinician will show students various pictures of different emotions (e.g., sad, frustrated, scared) and provide different scenarios. The scenarios will be short descriptions of relatable events (see Appendix C for an example of events). The clinician will then instruct each student to point to the correct picture illustrating the appropriate emotion. After each selection, the clinician will ask the student to share a time when he/she felt the same emotion. If the student is unable to think of a time, the clinician will probe them by asking about relatable events (e.g., have you ever broken something that didn’t belong to you? Did you ever lose something important?). The clinician will encourage a discussion to provide the opportunity for Walter to make comments to peers while remaining on task. Cues and prompts will be given to promote the use of appropriate comments throughout the peer
This activity is intended to target various goals, such as answering WH-questions, formulating grammatically correct sentences during a group therapy session. Group therapy sessions promote generalization of newly developed speech and language skills while facilitating language development through peer interactions. A group therapy session can provide Walter with realistic conversational events that occur everyday. Walter will be exposed to different feedback, natural pauses that occur in conversation, and distractions that challenge his behaviors as well as provide opportunities for improvement. Before each turn, the clinician will show students various pictures of different emotions (e.g., sad, frustrated, scared) and provide different scenarios. The scenarios will be short descriptions of relatable events (see Appendix C for an example of events). The clinician will then instruct each student to point to the correct picture illustrating the appropriate emotion. After each selection, the clinician will ask the student to share a time when he/she felt the same emotion. If the student is unable to think of a time, the clinician will probe them by asking about relatable events (e.g., have you ever broken something that didn’t belong to you? Did you ever lose something important?). The clinician will encourage a discussion to provide the opportunity for Walter to make comments to peers while remaining on task. Cues and prompts will be given to promote the use of appropriate comments throughout the peer