Intervention strategies will target the receptive and expressive areas of communication in conjunction with each other to maximize the student’s success in therapy. Since the student presents with both reading and writing difficulty, the intervention strategies for the receptive and expressive areas will equip the student with writing readiness skills. Reading enhances writing skills therefore teaching language, reading, and writing as a whole process is conducive to effective learning (Silvers, 1986). The following intervention strategies will be utilized:
1. Provide the student with verbal information to increase his comprehension.
2. Use age-appropriate educational videos, so the student can hear short stories and verbally recall the sequence …show more content…
Short-Term Goal #4: The student will formulate simple sentences in writing using short stories to increase age-appropriate writing skills. Intervention Activities
• Short-Term Goal #1: The therapist will utilize video clips of the student’s favorite television shows to elicit word definitions and semantic relationships. The vocabulary used in the videos will be targeted to engage the student in expanding his word knowledge. Items and characters seen in the videos will be used to help the student make semantic connections.
• Short-Term Goal #2: The therapist will utilize video clips of the student’s favorite movie. The student will be encouraged to restate the main idea of parts of the video following a story sequence (beginning, middle, and end) and answer questions pertaining to the video.
Intervention …show more content…
It’s important to note that the developmental stages of adolescents will affect the student’s perspective on receiving speech therapy services. Social acceptance is a major factor that will influence an adolescent’s self-esteem. Research states that high self-esteem is related to parental approval, peer support, adjustment, and success in school (Morris & Steinberg, 2001). Most adolescents will feel insecure due to social ridicule or neglect. Morris & Steinberg (2001) reported that crowds emerge during early adolescence and are large collections of peers defined by reputations and stereotypes. The last thing the student would want is to be labeled different from his peers. If the student needs to be pulled out of class to receive speech therapy, he might become embarrassed and his friends might tease him. Making accommodations such as telling the student to meet the speech therapist at a certain time in a room, having speech therapy at a time that would be most convenient to the student, and encouraging him to attend speech therapy by using his preferred interests as incentives are some ways to handle the negative impact of therapy on the student. Adolescent boys are concerned with gender identity and put pressure on themselves for gender conformity (Pauletti & Perry, 2011). Having the student’s same-sex
1. Provide the student with verbal information to increase his comprehension.
2. Use age-appropriate educational videos, so the student can hear short stories and verbally recall the sequence …show more content…
Short-Term Goal #4: The student will formulate simple sentences in writing using short stories to increase age-appropriate writing skills. Intervention Activities
• Short-Term Goal #1: The therapist will utilize video clips of the student’s favorite television shows to elicit word definitions and semantic relationships. The vocabulary used in the videos will be targeted to engage the student in expanding his word knowledge. Items and characters seen in the videos will be used to help the student make semantic connections.
• Short-Term Goal #2: The therapist will utilize video clips of the student’s favorite movie. The student will be encouraged to restate the main idea of parts of the video following a story sequence (beginning, middle, and end) and answer questions pertaining to the video.
Intervention …show more content…
It’s important to note that the developmental stages of adolescents will affect the student’s perspective on receiving speech therapy services. Social acceptance is a major factor that will influence an adolescent’s self-esteem. Research states that high self-esteem is related to parental approval, peer support, adjustment, and success in school (Morris & Steinberg, 2001). Most adolescents will feel insecure due to social ridicule or neglect. Morris & Steinberg (2001) reported that crowds emerge during early adolescence and are large collections of peers defined by reputations and stereotypes. The last thing the student would want is to be labeled different from his peers. If the student needs to be pulled out of class to receive speech therapy, he might become embarrassed and his friends might tease him. Making accommodations such as telling the student to meet the speech therapist at a certain time in a room, having speech therapy at a time that would be most convenient to the student, and encouraging him to attend speech therapy by using his preferred interests as incentives are some ways to handle the negative impact of therapy on the student. Adolescent boys are concerned with gender identity and put pressure on themselves for gender conformity (Pauletti & Perry, 2011). Having the student’s same-sex