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Speech-Language Pathologist: Case Study

Decent Essays
Based on evaluation findings from an interdisciplinary team including a Speech-Language Pathologist, a school Psychologist, classroom teachers, and Mary Lou’s parents, Mary Lou has been diagnosed with dyslexia characterized under Language-Based Learning Disability (LLD) as she exhibits difficulty with both spoken and written words (ASHA, 2016). Based on below average score in following directions on the CELF-5, and Mary Lou’s self report of difficulties in comprehending verbal instructions from classroom teachers Mary Lou was diagnosed with a mild receptive language disorder. Mary Lou’s diagnosis of a receptive language disorder is then further impacted by her reduced processing speed as noted in standardized assessment using the WISC.…show more content…
By March, Mary Lou will read grade level passages at 151 words correct per minute (WCPM) as monitored by classroom teacher and/or skilled SLP.

MEASUREABLE ANNUAL GOAL 2 related to meeting the student’s needs:
By the end of the school year, Mary Lou will improve reading comprehension, scoring within the average range as measured by the alternate form (Form B) on the Gray Oral Reading Tests (GORT5).

BENCHMARKS
1. By December, Mary Lou will identify and define words with multiple meanings after reading a grade level paragraph with 80% accuracy in 4/5 trials as monitored by classroom teacher and/or skilled SLP.

2. By March, Mary Lou will infer accurate information from a grade level passage using contextual clues and background knowledge with 80% accuracy in 4/5 trials as monitored by classroom teacher and/or skilled SLP.

3. By March, Mary Lou will identify the main idea and supporting details from a grade level passage using graphic organizers with 80% accuracy in 4/5 trials as monitored by classroom teacher and/or skilled SLP.

Rationale for Reading Annual
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Mary Lou has difficulty with spelling (Standard Score = 89) and editing (Standard Score = 86) but demonstrates proficiency in the ability to formulate sentences quickly, and the ability to write short writing samples when given a verbal or picture prompt. Mary Lou self-reported difficulty with writing skills and feels that she performs below the level of her peers. Mary Lou’s poor basic writing skills hinder her academic performance in the general education classroom as she frequently produces work with spelling and grammar errors, is unable to revise, edit, or rewrite work when asked, and has difficulty paraphrasing information learned in class to demonstrate knowledge in subject areas. Difficulty with spelling and editing may impact her academic performance and her success in extracurricular
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