Veila's Case Study Answers

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Tessa’s Case Study
The case study will be set into four different parts. The initial section will be the introduction where the author will discuss a brief description of the patient with tests and all of the patient’s test results, and an overview of the part of speech that the author will focus on for the patient’s plan of care. The second section will give another description of the main part of speech and it will also explain why that specific part of speech has been selected for the patient. The next section will be specific on how this part of speech can be used and illustrate or describe ideas on how to assist the patient learn the specific part of speech
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Receptive and Expressive Language Skills Test Results
SKILL TEST NOTED BEHAVIOR RESULT
AUDITORY COMPREHENSION The Preschool Language Scale-Fourth Edition Ability to Identify colors, understand negatives in a sentence, demonstrates appropriate use of objects in play
Difficulty with inference, identifying categories, following directions with cues, qualitative concepts, and verbal instruction Receptive language abilities markedly impaired
Scored more than 2 standard deviations below the mean for her chronological age
EXPRESSIVE COMUNICATION The Preschool Language Scale-Fourth Edition Able to use basic word combinations and quantity concepts, and answer logical questions
Difficulty using possessives, naming objects, completing analogies, and describing how objects are used Expressive language abilities markedly impaired
Scored more than 2 standard deviations below the mean for her chronological age (Hogan, Bridges, Wymer & Volk, as cited in Chabon & Cohn,
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She has a hard time expressing her thoughts and ideas, has trouble finding words within her mental lexicon, and has immature morphology and syntactic structure, omitting verb tense and agreement and gender reversal (Hogan, Bridges, Wymer & Volk, as cited in Chabon & Cohn, 2010). Judging from her age, Tessa should be in Brown’s stage V+ and should be able to use past tense “be” auxiliary and main verbs, and show infrequent use of the present progressive tense. She presents at stage Late IV/Early V where the regular past tense first emerges (Justice & Ezell, 2008). Due to her Late IV/Early V stage presentation and her lack of appropriate use of verb tense endings, the author will focus his teaching on verbs.
Verb Types Verbs can be defined as words of action. Verbs are descriptive. There are many types of verbs and they can be classified into categories. There are four main verb categories namely: main verbs, auxiliary verbs, transitive verbs, and intransitive verbs. Verbs can also be categorized by form into modals, “be” verbs, tense (present, past, future, perfect, progressive), and verbs that reflect information about voice (Justice & Ezell, 2008).
Verb

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