Jazmine Rojas
S This observation was completed on February 9, 2017. The clinician who lead the therapy session was named Carrie and the Client’s name was Penelope. The client was a four ½ year old female with stuttering which had increased within the past 6-8 months. Client’s father was a stutter at a young age; however, overcame it through therapy. Client was seen by Carrie at school without parents present. Penelope was alert and cooperative during session.
O During the first objective, Carrie went over educational review using visual cues, open-ended questions, and verbal reinforcement. In the first activity, Carrie drew a smooth line and a wavy line with crayons and asked Penelope was those lines meant. Penelope explained the lines represented smooth speech, as in the straight line; and bumpy speech, as in the wavy line. Carrie gave Penelope positive reinforcement and a judgement free zone by saying both types of speech are okay. The second objective was coloring while discriminating between fluency and disfluency in 4/5 trials. Carrie drew different shapes for herself and Penelope to color inside the of the shapes. While coloring, Carrie explained to Penelope that sometimes she likes to color really fast and as a result colors outside of the lines. She explained this is similar to how she speaks and acted Penelope to help her correct her stuttering. Carrie purposely stuttered, while Penelope identified each time she stuttered asking her to slow down. Carrie drew the number one on the paper and Penelope was aware that it meant to only say …show more content…
In the second objective, Penelope achieved 80-90% for engaging in decisions of fluency techniques while identifying and correcting dysfluencies in 4/5 trials. Lastly, in the third objective, Penelope achieved 80% in engaging in conversational speech modeling in 4/5
S This observation was completed on February 9, 2017. The clinician who lead the therapy session was named Carrie and the Client’s name was Penelope. The client was a four ½ year old female with stuttering which had increased within the past 6-8 months. Client’s father was a stutter at a young age; however, overcame it through therapy. Client was seen by Carrie at school without parents present. Penelope was alert and cooperative during session.
O During the first objective, Carrie went over educational review using visual cues, open-ended questions, and verbal reinforcement. In the first activity, Carrie drew a smooth line and a wavy line with crayons and asked Penelope was those lines meant. Penelope explained the lines represented smooth speech, as in the straight line; and bumpy speech, as in the wavy line. Carrie gave Penelope positive reinforcement and a judgement free zone by saying both types of speech are okay. The second objective was coloring while discriminating between fluency and disfluency in 4/5 trials. Carrie drew different shapes for herself and Penelope to color inside the of the shapes. While coloring, Carrie explained to Penelope that sometimes she likes to color really fast and as a result colors outside of the lines. She explained this is similar to how she speaks and acted Penelope to help her correct her stuttering. Carrie purposely stuttered, while Penelope identified each time she stuttered asking her to slow down. Carrie drew the number one on the paper and Penelope was aware that it meant to only say …show more content…
In the second objective, Penelope achieved 80-90% for engaging in decisions of fluency techniques while identifying and correcting dysfluencies in 4/5 trials. Lastly, in the third objective, Penelope achieved 80% in engaging in conversational speech modeling in 4/5