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I. IDENTIFYING INFORMATION
Name:
XX Romig
Dx:
Parent:
Address:
Date of
Evaluation:
Date of Birth:
Clinician:
06/26/2015
06/06/2008
Stephanie L. Fowler, B.S
Supervisor:
Phone:
Lori Romig
20 Breeze Knolls Drive
Catawissa, PA 17820
Developmental Language
Disorder (315.31)
517-356-3250
she wants him to be able to have a full conversation with her. She also reported that XX is
motivated by the use of the iPad and that he prefers manipulatives and hands-on activities.
Record Review
XX received Early Intervention services at the Susquehanna Valley Child Development
Center for three years prior to beginning kindergarten. Services through the Child Development
Center were discontinued as Mrs. Romig felt they were no longer necessary. XX passed a
hearing screening on 02/04/2015. XX achieved an overall IQ Score of 62 on the Wechsler
Intelligence Scale for Children- Fourth Edition (WISC-IV), as reported by the school
psychologist. It is reported that his verbal reasoning abilities as measured by the Verbal
Comprehension Index are within the Intellectual Disability range with a standard score of 57. He
achieved a standard score of 79, which is the 8th percentile, for nonverbal reasoning skills as
measured by the Perceptual Reasoning Index. XX received a standard score of 68, which is the
2nd percentile on the Processing Speed Index. On the Wechsler Individual Achievement TestThird Edition (WIAT-III) he achieved a standard score of 74 for Early Reading Skills. He
exhibited difficulty with rhyming, identifying initial and final phonemes, blending sounds to
form words, and matching pictures to simple words. XX achieved a standard score of 71 on the
composite score for Written Expression.
The Speech and Language report indicated that XX demonstrated slight improvement
when following simple directions containing location terms and identifying attributes through
pointing. He demonstrated an increase in his knowledge of the basic concepts same and
different after extensive focus and instruction. He benefits from repeated exposure to recentlytaught concepts. It was noted that over-teaching was required for all of the above goals. Due to
the significant decrease in complexity during teaching sessions, new goals were proposed to
target identifying initial and final phonemes, identifying items as the same and different and
expressing why, following directions containing location terms, categorization, and identifying
basic concepts. In the most recent probes for these goals, XX achieved 70% accuracy when
identifying basic concepts. He identified the initial and final phonemes in words with 60% and
20% accuracy, respectively. XX followed directions containing location terms with 60%
accuracy. XX required 3 clinician prompts to identify items as the same and express why and
required 4 clinician prompts to identify and explain why items were different. He required the
use of a carrier phrase and phrase completions to assist in this task. In the most recent probe, XX
categorized items with 90% accuracy. It is reported that during teaching sessions, XX required
multiple repetitions of concepts. His accuracy increased when verbal prompts, visual cues,
phrase completions, binary choice, and direct models are utilized.
Evaluation Completed at Bloomsburg University Speech, Language and Hearing Clinic on
June 26th, 2015 included the following:
Spontaneous Speech Sample/Story Retell
To obtain a spontaneous speech sample, XX was provided with sequencing cards as well as
provided a short narrative regarding the scenes depicted in the cards. XX was then prompted to
retell the story. The speech sample was then transcribed and analyzed through the SALT
program. XXs speech sample was compared to a database that contained 87 participants with an
age range of 6;7-7;7. It was noted that XX displayed significant difficulty with this task and
often responded with I dont know.
within the normal range. It should be noted that the Functional Communication Profile is a
subjective checklist.
Probes of Previous IEP Goals
Formal probes of XXs previous goals from his IEP at Southern Columbia Area School District
were conducted. XX was provided with various animals and asked to place them in the correct
category by where they would be found (e.g., zoo, house pet, farm). He achieved 60% accuracy
(6/10) on this task. XX was required to follow one-step directions containing location terms in
which he achieved 60% accuracy (6/10). XX identified initial and final sounds in words with
50% accuracy (5/10) and 10% accuracy (1/10) respectively. When asked to identify items as the
same or different, XX identified items as the same and expressed why with 70% accuracy
(7/10). He identified items as different and provided an explanation with 40% accuracy (4/10).
XX identified basic concepts with 80% accuracy (8/10).
V. GENERAL OBSERVATIONS
XX was reluctance to participate in the beginning of the session. After he became comfortable
with the setting and rapport was established, XX actively participated in all assessment tasks. XX
demonstrated variable levels of attention throughout the assessment period. He utilized limited
verbal output and often repeated what was heard. XX worked very hard throughout the session..
VI. CLINICAL IMPRESSIONS
XX demonstrates a severe receptive and expressive language delay. XXs accuracy increases
during activities when extensive prompting is utilized. He benefits from the use of visual cues,
verbal prompts, phrase completions, phonemic cues, a binary choice, and direct modeling. XX
exhibits difficulty when identifying final phonemes in words. He exhibits difficulty with
narrative retell. XX demonstrates success when identifying basic concepts. It is suggested that
XX continue speech and language services to target receptive and expressive language to
increase communication effectiveness.
VIII: EVALUATION ADDENDUM
Date: July 30, 2015
XX was originally evaluated on June 26, 2015 and has participated in four therapy sessions at
this time. Refer to daily log entries for further details. The following information is a summary of
data collected through diagnostic therapy sessions during the Summer 2015 session at
Bloomsburg University Speech, Language and Hearing Clinic.
IX: OBSERVABLE BEHAVIROS:
XX demonstrated progress throughout the semester. He exhibited distractibility and fatigue
throughout therapy sessions. XX often responded to questions with I dont know when he was
not confident in his response. XXs off task behaviors included becoming preoccupied with
reinforcement materials that were provided. However, XX was easily redirected to the activity.
XX actively participated in all therapy activities.
X: CURRENT STATUS UPDATE
The following objectives were met during the Summer 2015 semester:
XX will increase his expressive language by identifying items as the same or
different and express why during 70% of attempts across three therapy sessions.
XX will identify initial phonemes in words with 70% accuracy across two therapy
sessions.
XX will follow one step directions containing location terms with 70% accuracy across
two therapy sessions.
XX has made progress throughout the Summer 2015 semester. He is currently identifying basic
concepts with an average of 60% accuracy. XX has increased his accuracy for identify
subordinate items in a category (60%). He has increased his ability to identify final phonemes in
words (54%). During these tasks, he benefits from the use of verbal prompts, visual cues, phrase
completions, phonemic cues, binary choice, and direct models.
XI: SEMESTER DATA:
# of Sessions Scheduled: 4
# of Sessions Attended: 4
% of Sessions Attended: 100%
XII: RECOMMENDATIONS
It is recommended that XX receive speech and language therapy twice a week for fifty
minutes sessions at the Bloomsburg University Speech, Language and Hearing Clinic
during the Fall 2015 semester.
Therapy should target:
o Identifying items as the same and different and expressing why
o Identifying initial and final phonemes in words
o Identifying basic concepts (e.g., attributes, quantitative terms)
o Following one step directions containing location terms
o Identifying three items within a subordinate category
__________________________
Stephanie L. Fowler, B.S.
Graduate Student Clinician
______________________________
Kerry Ridall, M.S., CCC-SLP
Clinical Supervisor