Video #1
The first video is of an 8 year old boy, AA. Though this video does not provide background on AA’s speech and language history in order to make any concrete judgment, we may observe for potential therapy. This video also does not give a long enough language sample to fully conclude any assessment, although it gives the opportunity to begin comprehension of AA’s language abilities.
Viewing auditory comprehension as a child’s difficulty with multi-step instructions, listening, and having trouble paying attention, AA showed potential language difficulties. Although he seemed to be able to answer the basic questions such as “What is your name?” given at the beginning of the assessment when asked “Do you want to tell me about it?” he was …show more content…
At the beginning of this video the clinician is practicing social interaction, play, and emergent literacy with JJ. The first thing the clinician does is hands him some Plah-Doh and uses prompting to get him to ask “more”, which would insinuate requesting. She then gives him instruction to make his toy “walk” then practices taking turns and takes the toy to make it walk as well. In the practicing taking turns she also repeats “walk” several times as if to model what he is supposed to say. JJ starts to reach for the other toys and the clinician uses this as expansion when asking what he wants, “what do you you want, oh you want shoes..” Shortly after the SLP creates a Mr. Potato Head out of the Plah-Doh and they go through requesting for each body part. The SLP repeats each body part multiple times in order for JJ to understand and hopefully imitate her. When they are finished with Mr. Potato Head the SLP uses the rewarding system to tell JJ, “Good work.” The SLP works on turn taking again when they are taking turns racing cars. During this JJ gets unfocused with a kitty and the SLP refocus him by saying “Okay, JJ’s turn.” Throughout the racing of the cars the SLP also uses the technique Self-Talk to describe what they are seeing. In this example she says, “Ready, Set, Go, broom-broom” as well as when JJ puts the kitty in the middle of the room she says, “Stay kitty.” JJ puts the kitty in his mouth to which the clinician says, “No thank you” so JJ starts to pretend to do so getting the SLP to use parallel talk saying, “Oh you're
The first video is of an 8 year old boy, AA. Though this video does not provide background on AA’s speech and language history in order to make any concrete judgment, we may observe for potential therapy. This video also does not give a long enough language sample to fully conclude any assessment, although it gives the opportunity to begin comprehension of AA’s language abilities.
Viewing auditory comprehension as a child’s difficulty with multi-step instructions, listening, and having trouble paying attention, AA showed potential language difficulties. Although he seemed to be able to answer the basic questions such as “What is your name?” given at the beginning of the assessment when asked “Do you want to tell me about it?” he was …show more content…
At the beginning of this video the clinician is practicing social interaction, play, and emergent literacy with JJ. The first thing the clinician does is hands him some Plah-Doh and uses prompting to get him to ask “more”, which would insinuate requesting. She then gives him instruction to make his toy “walk” then practices taking turns and takes the toy to make it walk as well. In the practicing taking turns she also repeats “walk” several times as if to model what he is supposed to say. JJ starts to reach for the other toys and the clinician uses this as expansion when asking what he wants, “what do you you want, oh you want shoes..” Shortly after the SLP creates a Mr. Potato Head out of the Plah-Doh and they go through requesting for each body part. The SLP repeats each body part multiple times in order for JJ to understand and hopefully imitate her. When they are finished with Mr. Potato Head the SLP uses the rewarding system to tell JJ, “Good work.” The SLP works on turn taking again when they are taking turns racing cars. During this JJ gets unfocused with a kitty and the SLP refocus him by saying “Okay, JJ’s turn.” Throughout the racing of the cars the SLP also uses the technique Self-Talk to describe what they are seeing. In this example she says, “Ready, Set, Go, broom-broom” as well as when JJ puts the kitty in the middle of the room she says, “Stay kitty.” JJ puts the kitty in his mouth to which the clinician says, “No thank you” so JJ starts to pretend to do so getting the SLP to use parallel talk saying, “Oh you're