Present Level Of Performance : Organizational Report And Language Sample Analysis

Being able to use polite words like please and thank you. I will be observing Miss S at 11:00 A.M. at head start during center time and free play in her classroom. I will be asking and talking with Miss S. by asking open ended questions and having her reply back. The information on general development continuum is for articulation is Repeats consonant vowel in multisyllabic words, deletes unstressed syllables, replaces liquid sounds. Reduces constant clusters, and pronounces vowel sounds. Few mispronunciations and replaces liquid sounds. Is 90 percent masters most sounds like SH. Is 100 percent can pronounce z, th, and sh. Vocabulary is understanding possessive, verbs, adjectives, and functions of common nouns. Follows a complex 3 step command, and understands polite forms. Understands indirect speech acts, and understands jokes, and appreciates jokes. The grammar is using present tense, prepositions, plural nouns, verbs and adjectives. Uses contractions past, future verbs, and different types of questions asked. Uses embedded clauses, indirect and direct object construction. The use of passive voice and infinitive phrases. Use 3-4 syllable words with more adjectives, adverbs and

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

Sufferers can forget conversations and instructions, and need to be reminded on a regular basis, and given ‘prompts’ to remind them the topic of conversation, or what they are supposed be doing next for example.

Farrah has able to identify 186/220, or 85%, of basic sight words and 103/143, or 72%, of basic sight word phrases. Continually, Farrah attended to initial consonants making visually similar miscues, such as “one” for “on,” “gave” for “give,” and “these” for “those.” In addition, Farrah consistently substituted short vowel sounds for long vowel sounds, such as “cam” for “came,” “want” for “wait,” and “bring” for “bright.” . Farrah made similar miscues during the basic sight word phrase assessment, such as “can” for “came,” “use” for “us” and “cute” for “cut.” Both the reliance on initial consonants and the inconsistency of middle vowel sounds suggest that Farrah is unfamiliar with long vowel patterns

Before I gave the Goldman Fristoe to Lauren, my client, I asked why she they wanted to bring her in to the Butler University Clinic. The parents said that her preschool teacher had a hard time understanding her in class and suggested to take her to a speech pathologist. Lauren spoken language is English and there were no prior medical issues. Therefore, I decided to give Lauren the Goldman Fristoe to see what phonemes she struggled with. Since Lauren is 4 years, 10 months and 17 days old, I gave her the sounds-in-words section then sounds-in-sentences section for ages 4:0-6:11. During the sounds-in-words section, I showed Lauren a series of pictures and asked her what each picture was. Sometimes I would point out specific out in the picture and asked her what that certain object was. This section focused on

Session held at the clinic. When Wyatt arrived to session, he independently walk inside and sit on the couch and need it several prompt to look at his dad's eye when he was talking to him. Based on data collection, Wyatt had it a hard time engaging on not preferred activity. 5/10 trails Wyatt need it more than two verbal prompt to finish table time. During out doors community before crossing the street, he independently said "look left, look right no cars". Wyatt did a awesome job holding DI hands while walking in the community without any verbal prompts. During session DI continued working on VB-MAPP.

The client engaged in joint action routines including a magnetic CandyLand scene, shared reading, puzzles, and a Jungle Book activity. The client participated in 6 turns-at-talk during the CandyLand Scene. During this activity, the client began expanding on the magnet pieces. For example, the client stated that he had a “beautiful butterfly” and a “birthday cake” instead of just a “butterfly” and “cake”. The client and clinician discussed scenes in the books, The Three Little Pigs and Guess Who Pooh. The client participated in 23 turns-at-talk during the shared book readings and the Jungle Book activity. The client exhibited 0% at level 1, 10% at level 2, 30% at level 3, 10% at level 4, and 50% at level 5. For the overall levels of cuing, the client demonstrated 4% at level 1, 0% at level 2, 17% at level 3, 7% at level 4, 7% at level 5, 10% at level 6, 55% at level 7. Continue with

Results: Minimal-pairs treatment procedure was effective in decreasing process use over a short period of time. Several sound production errors improved concomitantly. Subject-A improved more rapidly than subject-B. Generalization to probe words occurred gradually.

The target behavior was the emergence of vocal responses that consisted of three-letter, one-syllable names, corresponding to pieces of construction tasks, used as materials. A tact was documented every time the question “What is this?” or “What’s its name?” evoked the nonsense word that was suitable for the design piece that the experimenter had. A mand was documented every time one of the pieces required to complete a construction task was out of vision and the question, “what do you need?” evoked the equivalent nonsense word. The procedures employed included prerequisite skills assessment, preference assessment and token-based reinforcement, pre-training, tact and mand training, and finally testing. The aim was to transfer from one operant (mand) to another (tact). During training, the participants were trained to use autoclitic frames (e.g. “I need a-) and during testing the use of those autoclitic frames was assessed. The impact of training one verbal response on the emission of the other untrained verbal operant was investigated in a multiple probe design across tasks. The authors observed that three of the four participants showed functional dependence of tacts and mands, while the other participant demonstrated functional dependence solely on the second construction task, for which tacts emerged after

The experiment proceeded with 2.5 minutes of warm-up play; then the experimenter called the mother to instruct her to begin teaching a new word. The mother received another phone call from the experimenter at the end of the first sixty seconds with instructions to teach the second word. By random assignment, one of those periods was interrupted by a call of the experimenter that lasted thirty seconds. Later, the child was taken into a room where a test video with two extension trials and two mutual exclusivity and recovery trials was played. The extension trials tested the toddlers’ knowledge of the words taught by the mothers while the mutual exclusivity and recovery trials tested the toddlers’ reaction to a completely new word and then back to one of the original two words.

My subjective comments for this child language development is that he is on par with his peers. His language development is age appropriate because of the amount of words sentence he uses. Sentences like, “My hands are dirty” and “some water please” proves to me that his receptive and expressive language is perfectly up to par with children his age. According to Zerotothree.org (2010), children his age should be using three to four words sentence.

Throughout the conversation, Andrea displayed a mastery of complex syntactic and morphological form (mean length of utterance= 7.87) which is expected for her age. Of the 57 utterances examined, Andrea only abandoned 10 utterances (accounting for only 17% of the sample), usually in favor of of a clearer explanation of sequence of events or choice of words. Her mastery of semantics was not displayed as appropriately (type token

This study includes two different tasks: imitation and picture naming. The stimulus used is 50 random Kannada words and pictures. The participants were instructed to repeat the word said by the professional and other task is the participants have to name the displayed picture, responses are recorded in PRAAT software using microphone. The microphone was placed at a fixed distance of 10cm from the mouth of the

Job performance is normally measured by task related statements and behaviors. Nowadays, organizations pay more attention to the behaviors of how an employee can add more value and how they help to achieve the goals. These behaviors are called organizational citizenship and contextual performance. Counterproductive behavior viewed as a contrary to the organizations interest and they include theft in the workplace to the poor quality of work. Professional sport teams can help an organization answer numerous questions. These studies are relied on the individual and the team data, the data are analyzed to measure the task, counterproductive, and citizenship performance to find out whether the behaviors are from the individual or from the