Educational Psychology Application: “Speech Therapy”

1. Educational Psychology Application:“Speech Therapy” Presented by: Katie Staak April 3,2011 Dr. Yang CEPD 4101-04d

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. Long Term Goals Short Term Goals 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.

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

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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/