Child Language Disorders Video Analysis

In the primary video, to be responsive to family concerns and their priorities (Dunst, 2002), Sonia introduces a 3-2-1 sheet, asking the parents to tell her three things she should know about their child, two things their child is interested in, their one wish for their child. This activity encourages the parents to communicate with her about their child. I am especially drawn to this simple, yet useful activity, as it opens up opportunities to engage with the parents, and learn what matters to them and their child. Again, such activity is based on relationship and trust, because parents are communicating private information about their children. This is also a good example of family-professional collaboration to achieve

The clients that received the DAT training, 11 of them met their goal. One client did drop out of the DAT training because she felt it was not helping her. All of the clients in the MSI, ATC, and psychoeducational trainings all met their goals. The final percentage was that 83% of the clients met their goals. It was shown that each case should be reviewed and individualized for the client. Collaboration with the school, administrators and teachers would be very helpful in deciding which treatment would benefit each of the client's. Clinicians did collaborate with school staff making recommendations for the student’s accommodations if needed. Overall, this study showed positive outcomes as a speech-language pathologist delivers individualized treatments to the

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Lighthouse Project is a pediatrics mental health clinic that integrates therapies, such as play therapy, to assist children in overcoming problems at home and in school due to their disorders and disabilities. The staff at Lighthouse Project split their time between clinic-based work in their San Jose clinic and school-based work at various Gilroy school districts. At the clinic the staff works strictly with high functioning children, providing both individual and group therapy sessions, similarly, in the school-based setting they do individual and group sessions, however, the individuals worked with are both low and high functioning. The purpose of the Lighthouse Project clinic is to incorporate different programs to engage the child and improve abilities that are debilitating, this is done with programs at the clinic involving social skills development, sensory integration and sensory processing, as well as fine motor/handwriting skills. At the schools the purpose is to close or minimize the gap between how much the child can achieve on their own and what other classmates are able to achieve on their own, the basic ideology is to have the child be able to achieve specific goals that those in their grade level are able to do, such as by first grade the child should be able to cut out outlines on paper with scissor, however some of our children are unable to do so and instead can only manage to snip the paper. Our organization also works with other agencies and individuals.

With this population the occupational therapist used many techniques to help the children stay on task during the treatment sessions. While observing I noticed that some of the children were distracted by objects in the room, other activities that were laid out for their session, or other children while in the classroom setting. Some of the children became upset when they didn’t know what was going to happen next, or when they didn’t like doing a certain activity. An example of this consisted of the child getting up from their seat to pick up an object for an activity planned for later in the session followed by therapist redirection which upset the child when they had to go back to the task they were previously doing. This scenario was demonstrated by multiple children, it slowed down the progression of therapy and decreased the therapy sessions overall productivity. This is a problem because it took away from the treatment time and the child/children became less cooperative. To help prepare the child for the different tasks a picture schedule was used. A picture schedule is a tool that uses pictures, symbols, or words to demonstrate a task or tasks that are going to take place. The picture schedule works as a visual prompt with the purpose of helping the individual complete the task or tasks. More specifically the picture

There, I had the privilege of seeing an Early-Intervention Speech Therapist work with one of my students. She would sit on the floor and play games with him. Through these games, she was able to elicit verbalization from this child who normally grunted to communicate. Over a course of a year, I witnessed his communication skills enhance little-by-little with the assistance of this therapist. I had not realized how much he had improved until I saw him interacting with his friends at the dress-up center. This little boy who would once play alone on the floor was now requesting different objects and laughing with his friends. Recollecting his progress was phenomenal. Inspired by what I saw, I researched more about the field. While doing so, my mother disclosed to me that she and her father had an articulation disorder. Although my grandfather did not receive services, my mother received therapy in school, which she recalls as an unpleasant experience. Taking into account all that I witnessed and learned about the subject, I realized that I had found the middle ground between teacher and therapist that I had been searching for in Speech-Language Pathology.

I seek multiple sources of data, when possible from multiple respondents or contexts, to address all components of the referral question. Furthermore, the physical demands of selected measures must align with the client’s visual, auditory, tactile, fine motor, and gross motor abilities. Additionally, the client’s cultural, racial, language, and educational background must be compared to an assessment’s normed group to ensure validity and reliability of the results. I also document behavioral observations from initial phone calls, to the client’s behavior in the waiting room, and throughout the assessment process. During testing, I strive to reduce tension and ensure the best performance by building rapport, providing a quite environment, offering breaks, and utilizing rewards for children as needed. When pertinent to the referral question, I will document an intentional break in protocol to gather qualitative data regarding the client’s reasoning, strengths, or weaknesses. When formulating a diagnosis I carefully consider my numerous data sources and conduct a detailed differential diagnosis. I also strive to provide evidence based and relevant recommendations that are accessible to the

Studies have shown special education students who are dual diagnosis will be treated with insufficient care (Jamie & Knowlton, 2007). Nevertheless there is hope and it’s called a visual aid (Jamie & Knowlton, 2007). Research has determined that the different types of visual aid that are helpful with students who are dual diagnosis are icons, comic strips, visual cues, choice boards and token boards for doing a decent job (Jamie & Knowlton, 2007). With seeing that students can be taught using visual aide a recent study was conducted on the effectiveness of using visual aids (Jamie & Knowlton, 2007). The recent study was conducted on children who has been diagnosed with dual diagnose and show signs of mental retardation (Jamie & Knowlton, 2007). In the study there were three specific ideas that the researchers where able to concluded (Jamie & Knowlton, 2007). The first result was that it was discovered that visual cues do indeed help immensely when they are being involved in helping students (Jamie & Knowlton, 2007). The second result was that in addition to visual cues the visual schedules, rating scale and comic strips were all helpful with special educated individuals with dual diagnosis (Jamie & Knowlton, 2007). And the last result from the study was that when a student becomes more satisfied the more they would need to push their selves to the next level (Jamie & Knowlton,

A well-known ASD adult, Temple Grandin suggests caregivers of ASD children that if the environments are organized to the “think in pictures” nature of ASD children, learning will be a lot easier for such children. She explains this nature to the Language-based thinkers as she translates every word that she hears or reads into the pictures and even movies. (Grandin, 1996) According to literature reviews conducted by Dettmer (2000) and Meadan(2011), the researches up to date the papers were published, agreed on the success of using visual supports to aid ASD children to social interactions, sequence and organize their life, transitions between activities, maintain attention, auditory processing, and behavioral challenges (Dettmer et al.,

Source: Schell, B.A., Gillen G., and Scaffa M. (2014). Willard and Spackman's Occupational Therapy, 12th Edition, Lippincott, Williams & Wilkins.

To help EE107 process information, teaching with visuals, demonstrations, videos, etc., may be helpful, as learning solely through verbal information is difficult for her.

In the preschool setting there are many kinds of occupational therapy interventions that can be made in the classroom. Examples of occupational therapy interventions in school settings can include: classroom consultation, creating learning environments that eliminate visual distractions, preferential seating, positional adaptations such as adapted seating or cushions that enable children to move while seated, individualized or small-group therapy to improve visual-motor skills, writing alternatives, such as one-handed typing, for students with disabilities , and adaptations such as a pencil grip or weighted spoon to improve fine motor control . These interventions are done by the early interventionist, speech therapist, and the occupational therapist. (Khol 1984) The amount of time the occupational therapist spends with a child depends on the need of the child. A lot 3 and four year old receives occupational therapy one time a week for 30 minutes. It is an IEP team decision when deciding times for any type of therapy. Parent, teacher, and service providers will look at the deficits and then decide the amount of time that would be beneficial to meeting the student’s

Seeing the two children with Asperger’s really gave me insight into how they live. Through the interviews I got to see how they act, how they speak and I learned about their likes and dislikes. The children seem to be obsessed with things and then really hate other things. Like if they like something they really like it and if they dislike something, they really dislike it. I view the obsession as passion. The young boy seemed really passionate about selling things and making money while the girl seemed passionate about the Japanese things that she mentioned in her interview. At the beginning of the video the narrator introduced the disorder and some of the symptoms. From seeing the children, you were able to identify their symptoms really

Designed to be an early identification approach, the successes of this approach may be limited to teacher training and knowledge to effectively implement RTI. Providing and designing approaches to enhance student learning is significant, therefore, targeting student strengths and weaknesses promotes the ability to create and design successful interventions. Furthermore being proactive to students needs instead of waiting until the student fails will build a foundation paves the road that lead to a successful educational outcomes. Although the students in this research and receive the RTI showed improvements, there was no significant data to indicate substantial motor and visuals skills gained. In addition, this study highlighted the significance of occupational therapy practitioners, short term interventions, and collaboration provided the teachers with the tools needed to enhance the students’ ability without occupational therapist present. Ohl et al.

For young children who have difficulty communicating, visual schedule can be extremely helpful in allowing them to understand and see what is coming up next in their day. This can assist students who struggle to transition from one activity to another (Meadan, Ostrosky, Triplett, Michna, & Fettig, 2011). They can also be used to help children increase attention on the task and decrease dangerous and disruptive behaviors (Massey & Wheeler, 2000). A visual schedule allows a child to anticipate what is forthcoming in the day and when the child learns how to follow a schedule, it can be used as a way to more easily help explain changes in a routine (Quill, 1995).