1. PRESENTED BY: KATIE STAAK APRIL 3,2011 DR. YANG CEPD 4101-04D Educational Psychology Application: “Speech Therapy”

2. Service Learning Details Location:  University of West Georgia Comprehensive Community Clinic (UWG CCC)  Located in Education Center Rationale:  The clinic serves to provide speech and hearing services to individuals with communication disorders  SLP graduate students administer therapy in a supervised clinic room

3. Client Details 9 year-old Caucasian male Home-schooled Diagnosed with  Language delay  Articulation disorder  Mild Intellectual Disability Attended UWG CCC since 2009 Timing of treatment:  Therapy was administered Tuesday and Thursday from 2-2:45  14 sessions= 10 hours

4. Therapy Goals 1. JB will improve overall intelligibility. 2. JB will improve expressive language skills through new vocabulary acquisition. 1. JB will produce /ð/ and θ/ in a sentence with 80% accuracy given clinician verbal model. 2. JB will produce vowelized /r/ in words with 80% accuracy given clinician verbal model. 3. JB will recite the definition for each 5 grade-level vocabulary words with 90% accuracy given clinician model. 4. JB will use 5 grade level vocabulary words in a sentence with a subject, predicate and adjective with 90% accuracy given clinician model. 5. JB will produce 5 antonyms and 5 synonyms for each grade level vocabulary word with 80% accuracy given the clinician model. Long Term Goals Short Term Goals

5. Procedures in Therapy AB will participate in age-appropriate activities to elicit expressive language skills through pointing, gesturing and imitating sounds. The activities used will be goal-centered to allow for data to be collected. Therapy considerations:  Games not regularly used  AB exhibits behavior and attention issues

6. Therapy Materials

7. Graphs

12. Reflective Teaching Recorded sessions  Use of flip-cams Reflective Journal  SOAP notes Combination of artistic/creativity mind with a clinical/scientific mind

13. Learning Theories Operant conditioning  Positive reinforcement: stress-ball use Learning theories  Difficulty relating them to disordered children Metacognition  Awareness of learning at 9 years-old

14. Refernces http://www.nclrc.org/essentials/whatteach/reflect.htm Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech & Hearing Services in Schools, 39(1), S110-37. Hick, R. F., Joseph, K. L., Conti-Ramsden, G., Serratrice, L., & Faragher, B. (2002). Vocabulary profiles of children with specific language impairment. Child Language Teaching and Therapy, 18(2), 165-180. doi:10.1191/0265659002ct233oa Parsons, S., Law, J., & Gascoigne, M. (2005). Teaching receptive vocabulary to children with specific language impairment: A curriculum-based approach. Child Language Teaching and Therapy, 21(1), 39-59. doi:10.1191/0265659005ct280oa Steele, S. C., & Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language Teaching and Therapy, 27(3), 354-370. doi:10.1177/0265659011412247 http://speechroomnews.blogspot.com/