GFTA-2: A Case Study

The main goal is to help clients learn to behave differently based on the behaviors that they currently have. By the end of the said number of sessions, the client will leave knowing that changing their environment can create a greater change within themselves while reinforcing new and effective behaviors will be more beneficial. In order to create environmental and behavioral changes, there are quite a few common techniques that are used such as reinforcement scheduling, skills training, relaxation techniques, charting, averison therapy, self-monitoring, modeling, as well as contracts and systematic desensitization. Some of these techniques are based on classical conditioing, operant conditioning, and social learning

Based on the current evaluation results, Abigail exhibits average skills in the areas of expressive and receptive language and vocabulary. Her articulation skills are commensurate to her age level peers. Abigail’s voice, fluency and oral motor skills were informally assessed and judged to be within normal

In behavior therapy, stimulus control is often one of several other methods that are used simultaneously to treat a patient. Although stimulus control can be used on its own, they are commonly used in treatment packages because how simple they are to implement. Stimulus control uses two main practices to accelerate desired behaviors; prompting and setting events. Prompting is performed by presenting cues that elicits a desired behavior. There are four types of prompts; verbal, environmental, physical, and behavioral. Each prompt can be used on their own, or together with other types of prompts. Verbal prompts explicitly tell patients how to behave. Verbal prompts can be administered by people—like a therapist, parents, or peers—or it can be administered electronically, such as with a MP3 player or television. For

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.

Ava Bracciante, an eight year-one month old female, who has been attending Lehman College Speech and Hearing Clinic since spring 2014 due to parental concerns regarding her articulation. She is currently attending the clinic once a week for 50-minute sessions. Ava’s parents, Mr. and Mrs. Bracciante, provided the case history report and stated that Ava received a speech-language evaluation at the Ampark School in 2014. The evaluation revealed gliding of the lingua-palatal rhotic /r/ and vocalization of the rhotic diphthong /ɚ/; her intelligibility was not compromised; therefore, she did not qualify for services. Mrs. Bracciante reported that she has seen an improvement in Ava’s speech and is an active participant to her progress.

Increasing Kara-lynn’s speech intelligibility will be the primary target of treatment. The multiple oppositions approach with maximally distinct targets will be utilized to treat Kara-lynn’s phoneme collapses into /d/. She collapses multiple phonemes into /d/ in word initial, medial, and final positions including some stops, fricatives, and consonant clusters. The multiple oppositions approach targets phoneme collapse by simultaneously contrasting the errored sounds with the target sounds .This helps the child recognize their own patterns of error and make widespread changes to their sound system as a whole(consider adding reference).

The scope of practice of speech-language pathology describes the ethical and clinical responsibility of clinicians to implement therapy techniques, which contains efficacy that is supported by evidence. Non-speech oral-motor exercises (NSOMEs), in particular have raised controversy among speech-language pathologists (SLPs) and researchers when treating children with articulation and phonological disorders. The use of NSOMEs is a debated issue in the profession due to the lack of evidence based practice (EBP), poor clinical assumptions, and the avoidance of meeting the client’s needs.

Based on the information presented by the child’s father, meets the physical milestones which include large motor and fine motor skills, given that he is able to balance himself on one foot for 2-3 seconds, copy squares and circles, pedal a bicycle and walks up stairs alternating feet as required for a three-year-old child (Gerber et al., 2010). The patient also meets language development milestones given that his speech is 75% understandable to strangers and talks in short sentences (Stevenson & Richman, 2016). The repetition of words including those at the beginning of sentences without the repetition of consonants and or syllables is very normal for a three-year-old especially when expressing important messages (Bellman et al., 2013). Also, the child meets the cognitive milestone given that he recognizes three colors. Lastly, the child meets the social milestones of a three-year-old given that he normally engages in imitative play, and has an imaginary friend in addition to talking about favorite activities, friends, and family, as required at his

Finally, therapist may be reinforced for iatrogenic treatment, where they reward clients for ineffective treatment strategies and punish them for effective treatment strategies. To address these difficulties, Linehan developed several modifications which formed the basis of DBT. (Dimeff & Linehan, Dialectical behavior therapy in a nutshell, 2001)

What factors need to be taken into account when considering this type of therapy approach?

Its application to the treatment of mental problems is known as behaviour modification. Learning is seen as behaviour change moulded by experience; it is accomplished largely through either classical or operant conditioning.

A speech language pathologist, otherwise known as an SLP, deals with many people throughout their career, which includes patients who do and do not want to receive assistance for their disorders. Sometimes a patient might refuse because they are too young to understand why they need therapy, and adults might refuse the aid of an SLP because they do not find it necessary to receive treatment for the speech, language, or hearing disorder. To address these problems SLP’s will have to give the proper help to the patient as needed. For a child, the SLP might use toys or activities to get the child involved in a talking atmosphere. In a adult’s case, it would be ideal to give the patient as much information as possible in order to let them fully

The population that was used were individuals that were sixty-five years of age or older. These individuals were described to display restlessness, call-out, and physical aggression as their behavior. When conducting the study, the method and procedure of that were executed was the staff doing a five-day assessment of the individuals’ behavior to identify their responsive behaviors and documenting it. Then the families were asked to complete assessment to know more about the individuals’ history, likes, dislikes to better judge which item from the therapeutic activity kit was right for the individuals. And the facility had a list of items that they had and kept a record of the amount of each item that came and went. If the individual was not interested in an item, they were shown the item later. Duration of this Therapeutic Activity Kit (TAK) was for two weeks daily for the therapy and two weeks for the behavior

Her parent reported speech and voice concerns saying she would take a full tidal breath not always having enough breath. She would stop in the middle of sentences to get a breath. Her observed speech and voice signs were variable loudness and variable pitch. She has a inconsistent strained voice quality, especially at end of sentences and a mild imprecise articulation. She had moderate spastic Dysarthria. She was assigned to study condition D. Her gender matched control was a seven year old female. There was a gender matched control group that was recruited to participate in the study. This allowed for a direct comparison between the performance of participants with Cerebral Palsy and their matched peers, because data were collected using the same tasks and methodology. (Fox,Boliek

Woodcock Johnson Test of Psycholinguistic Abilities Revised. It has good high level tasks for specific drill down areas and strong norms including pediatrics /grade level equivalents but is not normed for ABI or other disease categories.