C~, a 15-year-old male, was referred for a speech and language evaluation at the Children’s Evaluation and Rehabilitation Center (CERC) on March XX, 2016 for diagnostic clarification and to determine if speech-language therapy is required in school. He was accompanied to the evaluation by his mother, Ms. Cr~; however, due to late arrival a parent interview was not conducted. All pertinent information was obtained from C~ and his chart.
C~ is currently in 9th grade at XXXXX Charter school. C~ stated that he attended a dual language school for 3 years (i.e., 2nd, 3rd, 4th grade), in which he learned English and Spanish. C~ resides in a monolingual English home, with his mother, 10-year-old sister, and 6-year-old brother. Reportedly, C~’s medical …show more content…
In addition, he has been experiencing difficulties in school and receiving lower grades than usual.
Please refer to the patient’s chart for further details on background, medical, and academic history and developmental information.
C~ presented as a variably related youngster. He exchanged social greetings upon meeting the examiners, easily separated from his mother, and independently transitioned into the evaluation room. However, C~ demonstrated variable use of eye gaze shifting to regulate conversation. C~ did not respond to social danglers, rarely initiated conversation, and maintained a flat affect throughout the session. Overall, C~ was cooperative, completed all presented tasks, and sat calmly throughout all testing with no extraneous movements.
Informal assessment of C~’s language comprehension revealed adequate comprehension of language for social communication purposes. C~ responded to simple yes/no questions, as well as simple and abstract Wh- questions (i.e., who, what, when, where, and why). However, increased processing time was noted during more complex, formal testing situations in which abstract language concepts were evaluated. Throughout the evaluation, C~ benefitted from repetitions when
C~ is currently in 9th grade at XXXXX Charter school. C~ stated that he attended a dual language school for 3 years (i.e., 2nd, 3rd, 4th grade), in which he learned English and Spanish. C~ resides in a monolingual English home, with his mother, 10-year-old sister, and 6-year-old brother. Reportedly, C~’s medical …show more content…
In addition, he has been experiencing difficulties in school and receiving lower grades than usual.
Please refer to the patient’s chart for further details on background, medical, and academic history and developmental information.
C~ presented as a variably related youngster. He exchanged social greetings upon meeting the examiners, easily separated from his mother, and independently transitioned into the evaluation room. However, C~ demonstrated variable use of eye gaze shifting to regulate conversation. C~ did not respond to social danglers, rarely initiated conversation, and maintained a flat affect throughout the session. Overall, C~ was cooperative, completed all presented tasks, and sat calmly throughout all testing with no extraneous movements.
Informal assessment of C~’s language comprehension revealed adequate comprehension of language for social communication purposes. C~ responded to simple yes/no questions, as well as simple and abstract Wh- questions (i.e., who, what, when, where, and why). However, increased processing time was noted during more complex, formal testing situations in which abstract language concepts were evaluated. Throughout the evaluation, C~ benefitted from repetitions when