Referral Information:. Jeffrey St.James, A 6-Year-Old

It covers a range of different assessments including competence, knowledge and understanding skills.’ Pg 35.

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

This unit is competence based. This means that it is linked to the candidate’s ability to competently perform a range of tasks connected with their work. This unit may be assessed using any method, or combination of methods, which clearly demonstrates that the learning outcomes and assessment criteria have been met. This unit requires workplace assessment of occupational competence. Assessment decisions for competence based learning outcomes (eg those beginning with ‘Be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. Competence based assessment must include direct observation as the main source of evidence. For this unit, learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment.

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Jones reported a clean bill of health from his general physician and reported no concerns other than a bad back. Mr. Jones is reported to have been adopted at a young age and therefore medical history from Mr. Jones’ biological family is unknown as well as prenatal and neonatal care and development. Mr. Jones’ adoptive mother reported that Mr. Jones was placed in the home at approximately three months of age. It is reported that at placement, Mr. Jones refused to be held and he appeared to be developmentally delayed evidenced by the inability to sleep through the night as a toddler, not walking until seventeen months of age, not talking until approximately 18 months of age, and not forming primitive sentences until approximately 3 years of age. Low average to average grades were reported for Mr. Jones throughout high school. Mr. Jones also reported that he attended one year at a two-year college, but he did not complete college due to failing his second

Vignette 1 for Developmental Delay: Demetrius is a 41 month old boy. He is an only child and lives with both parents who remain married to date. Demetrius currently resides in a split-level home, with 6 steps leading to the upper level and 9 steps leading to the lower level. His family has limited financial resources, no close relatives that live within a 1-hour driving distance, and few local community contacts. Demetrius has recently been referred to a nearby Children’s Treatment Centre to address functional issues stemming from developmental delays in multiple domains: gross and fine motor, functional emotional, and communication and language. Demetrius was diagnosed with global developmental delay at 38 months of age and is currently being

This test is used eliminates candidates potential to use mental processes to solve work-related problems. Validity test is a general cognitive test that is good predictors if the candidate is able to perform the job; however, more complex jobs the better test results the tester will have. This test has demonstrated to produce many valid outcomes such as performance and successful training as well as predict job performance for complex jobs. One of the disadvantages to this type of test is that it is time consuming to develop if not purchased off of the

CM spoke to Eva, Jy'Nir clinician at YCS Laurie Haven this afternoon. CM asks Eva how Jy’Nir is doing in the program. She reports that Jy'Nir had a rough week last week. She reports that he was verbally aggressive towards staff. She also reports that he shut down in family session when they started to discuss his behavior. Eva states that Jy'Nir had an offsite pass but due to his behavior he will have an onsite visit. Eva reports that Jy'Nir started school yesterday. She reports that he received 16 points out of 21 points. She reports that Jy'Nir had a better day in school today. She states that he received 20 points. She reports that Jy’Nir lost points for singing an inappropriate song in school. Eva also informs CM that Jy'Nir threw a toy

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Ibrahim, Kilpatrick, Reilly, and Vogel (2009) performed a comparative study of the acoustic measures of hypernasality in the speech of school-aged children aged 2-14 years, some with cleft lip/palate and others without cleft lip/palate. Ibrahim, Kilpatrick, Reilly, and Vogel (2009) provided perceptual ratings of the hyper/hyponasality of vowel production in the children’s speech. Any child who was sick or had acquired an upper respiratory infection was excluded from the study, as was any child with cleft lip/palate who also had any other disorders or comorbidities. The study included a perceptual assessment in which two speech therapists were required to agree upon the perception of the phonemes the child produced. Each child held and sustained two vowels, followed by production of two CVC words without nasal phonemes. This process was repeated five times with each child. The

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 brother’s case history would indicate any correlational causes and would suggest potential treatment options. From family members, I would like to identify the ‘few words’ Jack uses to gain an insight into his phonological awareness, as this will enable me to identify any speech sounds or error patterns present.

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.