L A U R E N B A E R E M M A C O U L T E R

A L L Y S S A F A R R I S G A Y L E I R W I N

H A N N A H J A N E S J U L I A N N E M I E R

Case Study #1

BACKGROUND INFORMATION

Our client is a five year old African-American male. He comes from a single parent household where the mother is the sole provider. Her yearly income places the family’s income level below the poverty level. Due to her working schedule, she wants to enroll our client in full day kindergarten. He is close to his grandmother and has one brother who is 8 years old. His interests include: trucks, cars, dinosaurs, legos, Sponge Bob, and Power Rangers. Additionally, the family has two pets, a dog and a hamster.

ADDITIONAL INFORMATION

For the previous two years, he has been attending an integrated preschool. Our client has a history of otitismedia, but has passed the hearing screening done through his preschool. Additionally, our client has received speech and language services individually twice a week for 20 minutes.

EVALUATION RESULTS

Preschool Language Screening -3 (PLS-3) highlighted the following areas of deficit:

Sentence recall

Following multiple step directions involving adjectives

Comparative adjectives, quantity adjectives, time adjectives

Pronoun usage (him, her, us, them)

Irregular verb forms

Answering “why,” “how,” and “when” questions

MacArthur Inventory revealed:

Vocabulary delay related to the following categories: appliances, furniture, tools, and transportation

ADDITIONAL DEFICITS

Failed kindergarten readiness test

Assessment administered in May

Cannot recognize environmental print

Does show an interest in print

Cannot rhyme

Cannot recite nursery rhymes

KINDERGARTEN READINESS TEST

Ages 4-6

Individual administration 15-20 minutes

Five general skills assessed

Understanding, awareness, and interactions with one’s environment

Judgment and reasoning in problem solving

Numerical awareness

Visual and fine motor coordination

Auditory attention span and concentration

THERAPY TARGETS

Vocabulary

Multi-step directions

“Why,” “When,” and “How” Questions

Pronouns/Adjectives

Phonological Awareness

THERAPY GOALS

LTG: The client will label and verbally identify grade appropriate vocabulary , identified by the classroom teacher, across all contexts with minimal verbal and gestural prompts in 80% of opportunities.

STG: The client will correctly label modes of transportation, such as police car, bus, van, truck, and bicycle, with moderate verbal and gestural cues as necessary in 80% of trials during a structured task.

STG: The client will correctly label types of household furniture, such as chair, table, couch, bed, and lamp, with moderate verbal and gestural cues as necessary in 80% of trials during a structured task.

COMMON CORE STANDARDS

Preschool: “Describe familiar people, places, things, and experiences.”

“With modeling and support, use the conventions of standard English: use familiar nouns and verbs to describe persons, animals, places, events, actions, etc.”

“With modeling and support, use words acquired through conversations and shared reading experiences (vocabulary).”

“With modeling and support, determine the meanings of unknown words/concepts using the context of conversations, pictures that accompany text or concrete objects.”

THERAPY ACTIVITIES

Mystery box with transportation and furniture

In a People House – book by Dr. Seuss

Transportation BINGO with magnetic BINGO chips

Furniture BINGO with magnetic BINGO chips

THERAPY GOALS

LTG: The client will follow multi-step directions involving adjectives with minimal verbal and gestural prompts in 80% of opportunities as recorded by the classroom teacher using a checklist.

o STG: The client will follow two-step directions involving adjectives, with moderate verbal and gestural cues, in 80% of trials during a structured task.

STG: The client will follow three-step directions involving adjectives, with moderate verbal and gestural cues, in 80% of trials during a structured task.

COMMON CORE STANDARDS

Preschool:

“Follow two-step directions or requests.”

THERAPY ACTIVITIES

Fun with Directions App

Fun with Directions HD Lite: $.99

Fun with Directions HD: $15.99

Simon Says Game

Using props

Coloring sheet with verbal directions

Using dinosaur coloring book & crayons

THERAPY GOALS

LTG: The client will correctly respond to “why,” “when,” and “how” questions, with minimal verbal and gestural prompts, in 80% of opportunities as recorded by the classroom teacher using a checklist.

STG: The client will correctly respond to wh-questions such as “why” and “when” during a structured task, with moderate verbal and gestural cues, in 80% of trials.

STG: The client will correctly respond to “how” questions, with moderate verbal and gestural cues, in 80% of trials during a structured task.

COMMON CORE STANDARDS

Preschool: “With modeling and support, use the conventions of standard

English: understand and use question words (e.g., who, what, where, when, why, and how)”

“Ask and answer questions, and comment about characters and major events in familiar stories.”

Kindergarten: “With prompting and support, ask and answer questions about

key details in a text.” “With prompting and support, identify the main topic and retell

key details of a text.”

THERAPY ACTIVITIES

How Will We Get to the Beach? – book by Brigitte Luciani& Eve Tharlet

Lets Get Ready to Roll!

Roll the die and answer corresponding question

THERAPY GOALS

LTG: The client will produce the correct pronouns and adjectives to describe people and objects, with minimal verbal and gestural prompts, across all contexts in 80% of opportunities as recorded by the classroom teacher using a checklist.

STG: The client will correctly produce “him,” “her,” “us,” and “them” to describe people and characters, with moderate verbal and gestural cues, in 80% of trials during a structured task.

STG: The client will produce correct adjectives to describe people and objects, with moderate verbal and gestural cues, in 80% of trials during a structured task.

COMMON CORE STANDARDS

Preschool:

“With modeling and support, use the conventions of standard English: produce and expand complete sentences in shared language activities.”

THERAPY ACTIVITIES

File Folder Activity (for comparative adjectives)

Matching/comparing like pictures

Comparative Adjectives App

Comparative Adjectives: FREE

My PlayHome App (pronouns & adjectives)

My PlayHome Lite: FREE

My PlayHome: $3.99

THERPAY GOALS

LTG: The client will recognize, complete, and produce word patterns and detect spoke syllables in 80% of opportunities as identified by the teacher in the classroom.

ST G: The client will segment two syllable words into separate parts, given a model by clinician, in 80% of trials.

STG: The client will verbally identify rhyming, mono-syllabic words with moderate cues in 80% of trials during a structured task.

COMMON CORE STANDARDS

Preschool: “With modeling and support, recognize and produce

rhyming words.”

“With modeling and support, identify initial and final sounds in spoken words.”

THERAPY ACTIVITIES

Five Little Monkeys Sitting in a Tree – book by Eileen Christelowo Rhyming, repetition, rhythm, counting

There Was an Old Lady Who Swallowed a Bat! – book by Lucille Colandroo Rhyming, repetition, rhythm, vocabulary

Fun Dog, Sun Dog – book by Deborah Heiligman

o Rhyming, repetition

Step By Step – book by Diane Wolkstein

o Repetition

TAKE HOME MATERIALS

Take Home note Identifies therapy targets and facilitates home program

Printouts from Kindergarten Readiness Workbook

BINGO worksheets to play at home

FREE BINGO worksheets: http://www.dltk-cards.com/bingo/

Short pronoun booklets

Borrowed books

Ex. Elephant on Skates (A Beginning Reader)

Library listing

OTHER CONSIDERATIONS

History of otitis media o Monitor and rescreen hearing

Family income is below poverty level Give the family materials that do not need to be accessed on a

computer or other electronic device as these may not be readily available

Observe the client and mother during sessions to evaluate the family dynamic Provide pamphlets outlining community resources if necessary

Single, working mother In addition to the mother, include the client’s grandmother and

brother in the sessions if possible They may spend more time with the client and can work with the client on

carry over activities

They may serve as motivators for the client

OUR FAVORITE THERAPY TOOLS

Clicky Sticky App:

Price: $0.99- $1.99

Details: multiple versions-trains, superheroes, cars, Easter, Halloween, Christmas

Good for prepositions, multi-step directions, descriptive adjectives, etc.

iMovie

Price: $4.99

Good visual model

Step-by-Step Memory

Memory & sequencing game

Great for describing people, actions, and objects

Pocket Chart Story Sequencing Cards

4 cards create the complete sequence

Story telling/retelling, sequencing, describing

OUR FAVORITE THERAPY TOOLS

Mad Lib App Price: FREE

Play and Roll

Quick card games: Monster Maker Card Game

Blink

Websites:

http://www.speakingofspeech.com/

http://www.teacherspayteachers.com/

http://www.dltk-kids.com/type/bingo_daubers.htm