Supervisors Frank Bender Alison Hentz amp Katie Mason Summer 2018 Todays Schedule Complete Clinical Survey Briefly Review the Clinic Calendar and Group Meeting Schedule amp Topics ID: 916480 Download PresentationTags :
Download Presentation - The PPT/PDF document "School-age Speech and Language Center" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentation on theme: "School-age Speech and Language Center"— Presentation transcript
School-age Speech and Language Center
Supervisors: Frank Bender, Alison Hentz & Katie Mason
Complete Clinical Survey Briefly Review the Clinic Calendar and Group Meeting Schedule & Topics
Overview of the School-Age Speech, Language, and Social Skills Center and quick review of the content areas that are typically addressed in this clinic
An overview of both formal and informal assessments
Overview of Formal Assessment Experience
Anatomy of a Client File and Using RDS
Preparing for your 1
Review Files, Contact Parents, Work on Lesson Plans for 1
Complete the Clinic Survey
Please complete the provided clinical survey We will complete the same survey at the end of the
This will help us plan for future clinics.
Thank you for assisting us.Slide4
Review the Clinic Calendar and Group Meeting Schedule
Review the Flow of the TermUse this document as a schedule and checklist
Important Due Dates
This will be posted on
under the School-Age
Summer Dress Code and Use of Outdoors
Medical Dress Model – be aware of parent camera angle from viewing room.
If going outside, make sure parents know and if your client might be one that could wander, I would have the parent go outside with you.Slide5
Group Meeting Weekly Topics
: Clinic Overview & Discuss Informal Assessment Approaches, Work on Client Lesson Plans
: Developing LTGs and STOs, Formal Assessment Update, Review Intervention Resources on
: Grand Rounds - Client Share Week 4: Intervention strategies, supports, and use of materials
: Connecting LTGs/STOs to the Common Core Standards
: Client Video Recording Activity
: Term Overview and Wrap-Up
: No Meeting – IPPE MeetingSlide6
Purpose of the School age Speech and Language Specialty Clinic
Purpose of services is to facilitate each child’s ability to functionally communicate in all environments and successfully participate in grade level/age-appropriate school and home activities.Slide7
Who We Will Serve:
: The clinic will serve children who are kindergarten through 12
grade with communication disorders specific to speech, language, cognition and hearing loss.
Speech sounds/articulation, language (phonology, morphology, syntax, semantics, pragmatics/social skills) and hearing loss.Slide8
Service delivery models:
In UO Speech Language Hearing Center (UOSLHC) and at Maple Elementary
Individual & group sessions (or a mix) to best support individual needs.
Summer Social Skills Camp: This will be covered during Thursday’s MeetingSlide9
What is a Communication Disorder?
An impairment in the ability to receive, send, process and comprehend concepts or verbal, nonverbal and graphic symbol systems.It may affect individual’s abilities to speak, read, write, process information or interact socially.Slide10
What do SLPs do who provide service for school-age children?
1. Speech production2. Language (Morphonology, Syntax, Vocabulary, Semantic
Relationships, Literacy, and Social Skills)
Cognition – not specific to head injury/TBI
4. Feeding and Swallowing
What is a Speech Disorder?
An impairment of articulation, speech sounds, fluency, or voiceSlide12
What is a Speech Sound/Articulation Disorder?
An atypical production of speech sounds characterized bySubstitutions (tool/cool, wash/watch)Omissions (sip/slip, boo/book)
This disorder may affect intelligibility.
Significant speech sound disorders impact a child’s self-esteem, peer relationships and ability to read, spell and write accurately.Slide13
What is a Language Disorder?
A language disorder is impaired comprehension, and or use of spoken, written and/or other symbol systems.The disorder may involve in any combinationthe form
of language (phonology, morphology, syntax);
of language (semantics); and/or
of language in communication (pragmatics/social).Slide14
What are the different types of language disorders?
Study and use of individual sound units in a language and the rules by which they are combined and recombined to create larger language units. Individual Phonemes are the unit of sound such as /s/ or /b/ , they
do not convey meaning. However, combined phonemes do alter the
meaning of words when combined (e.g., sat to bat).Slide16
Frequently appear as articulation disorders.Child omits a consonant:
Child substitutes one consonant:
for rabbitDiscrimination: child hears “go get the nail” instead of mailSlide17
Study and use of morphemes, the smallest units of language that have meaning.A morpheme is a group of sounds that refers to a particular object, idea, or action.
Roots can stand alone (e.g., car, teach, tall)
Affixes are bound such as prefixes and suffixes and when attached to root words change the meaning of the words (e.g., cars, teacher, tallest)Slide18
Elementary aged: may not use appropriate inflectional endings in their speech (e.g.,“
Middle school: lack irregular past tense or irregular plurals (e.g.,
“drived for drove” or “mans for men”). Be aware of “cultural dialects”: “
, “I have two book”Slide19
Study of the rules by which words are organized into phrases or sentences in a particular language. Referred to as the grammar of the language and allows for more complex expression of thoughts and ideas by making references to past and future events.Slide20
Lack the length or syntactic complexity (e.g., “Where Daddy go?
Problems comprehending sentences that express relationship between direct or indirect objects.
The larger meaning component of language. More than single words, includes complex use of vocabulary, including structures such as word categories, word relationships, synonyms, antonyms, figurative language, ambiguities, and absurdities.Slide22
Limited vocabulary especially in adjectives, adverbs, prepositions, or pronouns. Longer response time in selecting vocabulary words.
Fail to perceive subtle changes in word meaning: incomplete understanding and misinterpretations.
Figurative language problems.Slide23
Knowledge and ability to use language functionally in social or interactive situations. Integrates all the other language skills, but also requires knowledge and use of rule governing the use of language in social context.Slide24
Problems understanding indirect requests (e.g., may say yes when asked “Must you play the piano?
May enter conversations in a socially unacceptable fashion or fail to take turns talking.
Difficulty staying on topic.Slide25
What are Cognitive Disorders?
Cognitive disorders refers to difficulties with:AttentionMemoryProblem solving
These may be due to a syndrome, birth defect or traumatic brain injury (TBI),
The TBI may be the result of concussions or other head injuries.Slide26
What is Auditory Habilitation/Rehabilitation?
Working on speech, language, listening and communication skills that are affected by hearing loss, deafness.Slide27
Assessment and Data Collection
Informal vs. Formal Speech, Language, Social Skills
Baseline Assessment Probe Data v. Norm Referenced
Data Collection for Both Approaches
See slides on
and information on data collection methods.
A handout overview will be provided and discussed.Slide28
Evaluations & Assessments
Formal or Standardized Norm-Referenced Assessments
Typically completed with a new intake – but this could be used to obtain updated information on a client’s abilities.
Typically a New or a Re-Evaluation after At least 1 Year from Previous Formal Evaluation
Done 1:1 in a 1-2 hour appointment (90 Min for Us)
Review Intake Materials, Possibly Phone Interview Parent/caregiver
Determine Assessments to Administer
Components of Assessment
Parent / Client Interview
Standardized Norm-Referenced Testing (Language, Speech, or Social Skills)
Language / Conversational SamplingOral Mechanism EvaluationHearing ScreeningComplete Formal Evaluation with RecommendationsUsing template on infoCDS
Determine if client meets criteria for clinical services
Informal or Criterion-Referenced Assessments
Are not comparing client’s performance to other like populations
Identifying what the client can and cannot do compared to a predefined criterion.
These tests help answer the question, “How does my client’s performance compare to an expected level of performance?”
They can be used to establish a baseline
May continue as needed throughout the term to determine progress/assess effectiveness/look for new goal(s)
May have only done baseline on some of the goals
Completed at the end of the term to show progress
Will compare to baseline
Where should we go next?
Continue or discharge?Slide29
All Returning Clients: Components of an Informal Assessment
Parent Interview: Identify any updated information, any changes, observing any transfer and generalization, current concerns and priorities.
Identify previous targets that have not not been met (or just recently met criteria): Use
recommendations from spring clinicians
Use a an informal criterion-based developed assessment to establish current baseline and/or progress or regression
Conduct a qualitative language / conversational sample
Track your data
Identify the priority for the term (based upon your data and parent’s request)
: Target 1-2 long-term goals for the term and no more than 2-3 STOsSlide30
Informal Assessment Approach for New Clients ~ Due to Formal Assessment Day
Contact parents and conduct a phone interview to identify communication concerns
Find out if your client has a current IEP
Find out if your client has academic difficulties and find out what that looks like
Ask the parent if there were 1 or 2 areas to address over the 6 weeks of treatment, what would those be?
With this information, set up an informal probe for these areas for your first session.
For these clients, your final assessment report will outline comprehensive recommendations – which will include data from your intervention sessions (i.e., a version of Dynamic Assessment)Slide31
Why the parent interview is so important: https://www.youtube.com/watch?v=dAjtKxy0U00
Example Parent Interview (Module 1)
* Note: All YouTube videos have captioning capabilitiesSlide32
Informal Tests of Phonology
Analyze student’s production of phonemes in single words and/or phrases or sentences
Choose target sounds based upon previous reports, observations, or parent report. Probe target sounds in different positions (e.g., initial, medial, final, blends).
When considering the target word, think about the complexity (e.g., cognates, target sound in multiple positions, syllabication)
Provide prompts –
Tell me about your weekend for 3-minute sample, count correct and incorrect phonemes.
Following the informal assessment, you can then conduct a stimulability test (i.e., a form of Dynamic Assessment)Slide33
Informal Test of Morphology
Determine mastery level of each morpheme in a hierarchy (Brown, 1973).ing:
present a picture of girls playing and say
The girls like to play. Here they are ________.
Student adds missing word.
Show a series of 20 action pictures and ask student what they are doing.
Accuracy below 90% - morpheme has not been masteredSlide34
Informal Tests of Syntax
Expressive Syntax: Engage in a conversation or have the student provide a narrative about a topic: Analyzing student
s spontaneous speech and note the syntactical errors.
Sentence Repetition: Clinician states a sentence with a certain syntactical structure and the student repeats it. Note any errors.Slide35
Informal Tests of Semantics
Logical relationships: Cause-and-effect, and verbal problem solving: Structured picture cards or literature-based
Picture cards of 40 pairs of opposites. Student sorts them into opposites.
Clinician says a word and student says as many words in the same category. Clinician provides picture cards and student puts them into proper categories
: Asking client questions or using picture cards to elicit complex language relationships: Synonyms, antonyms, figurative language, ambiguities, absurdities.Slide36
Informal Test of Pragmatics
Analyze spontaneous speech and behavior (use of reviewing a videotape tape can be helpful) Classify pragmatic functions
Measure for appropriate loudness, talking at inappropriate times, interrupting the speaker, and using indirect requests, topic maintenance, conversational skills, perseverative behaviors, time-on- task, etc.Slide37
Assessment and Intervention Approaches
Assessment Days for New & Potential Clients
We have 6 clients where full assessments need to be completed by the end of the term.
DINA: Date TBA / Clinician: Rachel
COET: Date TBA / Clinician: Sarah
HEJO: Date TBA / Clinician: Joan
SAKA: Date TBA / Clinician: Bridget
LEJA: To be rescheduled. / Clinician: Maureen
STKE: Date TBA / Clinician: Abby
* Note: If any of this these clients are being served this summer and are receiving services for 2 days, incorporate your assessment into your sessions over the course of your sessions during this summer. However, be thoughtful of timing.Slide39
Assessment Day Framework: Weeks 3-5
For a complete assessment (Use example Report and Assessment Documents found in the School-Age Section of Assessment on
Medical and Educational Overview
If there is an IEP, summarize current goals/objectives
Speech Sound Norm-Referenced Test (if appropriate)
If not, provide the GFTA-3 for experience.
DDK if there is a concern for CASLanguage Test (if appropriate)If not, administer the PPVT-4 for experienceSpeech and language conversational sampleInformal analysis
Oral mechanism evaluation
Hearing screening and tympanometry
Any potential Dynamic Assessment or Stimulability Testing
Complete Assessment Report by Week 7Slide40
Preparing for 1st Session
If you haven’t contacted your client to confirm clinic sessions, please do that ASAP
Review client information on RDS or the main file to complete sections 1-3 of your CHARTR or lesson plans
Use additional Group meeting time today (2-5pm) to ask Frank specific questions.
Collect and practice with any informal assessment material
Create any needed visual schedules for your lesson (which may be recommended from previous documentation.
Think about your activities during parent interview and your lesson - Bring a back-up activity
Jut in case
Know how to record your session & maybe have a separate your recorder
Have your data collection system developed Have all documents for parent to sign - this can be done while you are working with the client. Use the File Review Checklist to help you organize the documents. (Don’t forget to Include Fee Schedule for Scottish Rite Scholarship possibility or fee adjustment and new HIPPA document).Slide41
What’s Up Next
Your finalized complete lesson plans should be posted on RDS by Saturday at 5pm – following any changes that need to be made from individual meeting with Frank.
Check Titanium Schedule for your room assignments with your client
Review and practice the video recording technology for your session.
Continue to review the clinic calendar as your operating checklist
Review previous video sessions of your client for ideas and support
Use info CDS to leverage resources, documents, and examples
I will have an office hour schedule posted outside of my door for individual client questions to be addressed. I will have this posted each week.Slide42
Anatomy of a File
New File Review Checklist
Scholarship and Financial Information
RDS Folders and Posting Conventions
Lesson Plans (Use CHARTR Flow Chart if Needed as a Decision
Assessment Reports, LTGs and STOs, and ITPs (Pre and Final)Slide43
Anatomy of a Client File
Name the documents that are listed on the client review checklist that need to be completed and renewed each year?
In what section could you find information about a client’s clinic
Which documents could tell you about treatment approaches and targets?
Which documents could tell you about intervention strategies that could support the client?Slide44
When reviewing your client files, see if there are any updated forms that may need to be collected during your first parent meeting. This information can be identified within the
File Review Checklist and the documents that follow.* May need to add a line for new HIPPA formSlide45
RDS File ConventionsSlide46
Lesson Plan Draft
This will be your plan that goes into your clinical session
Your final draft of your first lesson for each client will be due by 5:00pm on
Saturday, June 30th. This will allow me to review your approach and make any final comments before your first session.
Future lesson plans should be posted to RDS at least 24 hours before your
If you have a client that you see 2 x per week, you may combine your
lessons into one lesson plan.
See RDS for blank copies and examples listed in previous client RDS files.Slide47Slide48
* To be completed and posted at least 24 hours following your session* For clients being seen 2 times per week, you may combine your SOAP. However, please break out
information my dates.
What is a SOAP Note? A form of documentation, typically used in the medical field, as a form of communication and summary of any form of evaluation or treatment performed with a client.
SOAP Stands For:
: Subjective and non-measurable information that may come from the client or caregiver’s point of view. However, it could also explain certain behaviors observed during a session
which will be addressed in the “A” section.
Objective: This section contains measurable finding – Your raw data. For your first assessment session, you may note that you performed a certain assessment, and whether it was completed, and refer to the ITP for specific results.Assessment (analysis): This is a synthesis of your information from your “S” and “O” section. You do not reiterate the raw data. Here you would note what might have influenced the data and student performance (e.g., fatigued, level of cuing, etc.)Plan
: Note your recommended plan of action for your next session (bullet points are fine). This will direct you in crafting your next lesson planSlide49
Individual Treatment Plans for each client
For returning clients, use the most recent ITP for your client located in
RDS as a possible template and then make updated changes
See the example ITP report posted on
that will reflect the information that you should include in your ITP.
Summer: Your LTGs and STOs should be mapped out after your first
clinic week and posted in the ITP file on RDS (email Frank when done).
A draft of the final ITP should be posted for review by week 5 or before. Again, use the previous ITP as your template. Your final draft with post-test data, comments, and recommendations should be posted by week 6 for review and your final to be shared with parents during week 7.Slide50
Supervision and Feedback
Supervisors are required to supervise 50% of your evaluation time and 25% of your treatment time. You will likely receive written feedback following each clinical session with the amount of time that was observed by your supervisor. These are typically emailed to you following a session (or within 24 hours). I use the supervisor feedback form posted on
Note: The Social Skills camp will have a different format.Slide51
QUESTIONS / COMMENTS / CONCERNS?