Therapy Plan/Log

Diagnosing adults or children with communication apraxia of speech takes careful analysis and involves professionals. An audiologist should perform a hearing evaluation to rule out hearing loss as a possible cause of the client's speech difficulties (American Speech-Language-Hearing Association, 2016). Figure 1 showing the affected site of the brain can help explain the occurrence of the apraxia of speech. This neuroanatomical and other similar ones demonstrating the affected area can help pathologist identify the amount of affected area in order to most likely recognize the interventions necessary to help clients like

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

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

The first article, The efficacy of the cycles approach: A multiple baseline design explored three participants from age 4:3 to 5:3 using the cycles approach in cycles of therapy. The cycles approach uses pattern based targets. This could be difficult to implement for Jacob. Jacob does not say any intelligible words consistently. However, the second key component described in this of targeting problematic patterns in a cycles approach without the criteria of meeting proficiency. This study would apply to Jacob’s treatment. Participants in this study exhibited Speech Sound Disorders that greatly influenced their intelligibility. Two out of three participants in the study made rapid improvement. Due to Jacob’s low intelligibility, this method would be beneficial for his improvement.

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

DJ’s independent level for oral reading was estimated to be below pre-primer, his instructional level was grade 2 and his frustration level was at the third grade level. Compared to DJ’s independent reading on the GWL at grade two, DJ’s independent reading level on oral passages was more than two levels lower being estimated at below pre-primer. DJ’s instructional reading on the GWL was at third grade, whereas his instructional level for oral reading fell in the second grade level. This difference suggests that DJ can read words in isolation easier than reading words in context.

This showed the nature and degree of growth from each participant in the study. To see that Imitated speech was somewhat difficult to get from the participants, was odd because these children since being diagnosed have been getting speech therapy. The children did show effective results and hard work when it came to the number of consonants and vowels they got correct. In the AMMT session twenty -three participants improved in the twenty-five sessions they had of therapy. The trails had a high correlation, this allowed the ability of these participants to repeat correctly the distinct sounds at baseline. For the study this meant that the participants that will get the most results from AMMT will be those who can imitate speech sounds. And this seems to be because of intonation-based treatments ability to harness

Alyson Taylor is an Apraxia advocate after her personal experiences with the disorder. In the mid-ninties, she was diagnosed with Apraxia at three-years-old. There was very little known about this speech disorder and, consequently, her parents were very limited in resources and information. She attended speech therapy for thirteen years at her public school as well as a local college that offered speech therapy, California State University of Northridge (CSUN). There was such a deprivation of Apraxia knowledge that Alyson was actually CSUN’s first case study for Apraxia of Speech to help further the school’s Apraxia knowledge and treatments for future generations.

Furthermore, segregating words through onsets –rimes patterns, and learning how to blend sounds through phonemic awareness all play a vital role

The three participants’ target behavior was number of correct words read per minute. A word was considered correct when the spoken word matched the written word within three seconds. If the spoken word did not match the written word or was omitted, it was scored as incorrect even if self-correction occurred. If a word was inserted while reading a passage, it was ignored for scoring purposes. At the beginning of a reading passage, a timer was set for one minute to measure the duration of the reading. After one minute, the participants were asked to stop reading and a fluency rate (WCPM) was calculated.

Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Struggling readers often have a hard time reading because they see unfamiliar words, they may lack comprehension skills or the motivation to read. The study I proposed inspects whether or not students reading fluency will improve due to an increase of sight word recognition activities, motivation and participating in the Accelerated Reader program. This study will include fifteen second grade students within a general education classroom. All twenty-five students within the classroom will receive the intervention, but data will be collected on two small groups with

This article examined three therapy approaches for children with phonological disorders. These three treatments were Modified Cycles, Maximal Opposition, and ABAB-Withdraw. The approaches were judged based on the results of three areas: phonetic inventory, phonological systems and distinctive features. The study of these treatments consisted of 94 children whose ages ranged from three years and nine months to eight years and five months. All children had differentiating severities of a phonological disorder, and the children were assessed before and after every treatment session.

The client’s reading was probed and analyzed at the beginning of the semester to determine reading strategies to overcome word-finding difficulties and assist with comprehension. Results are included in the “Beginning of the Semester Status” above.

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

As SFA became increasingly recognized as a viable treatment for improving naming, research expanded to consider the therapy dosage and intensity required for therapy to be effective, generalization to untrained words, SFA’s impact on connected speech, and the maintenance of the improvements post-therapy. For example, Boyle & Coelho (1995) aimed to investigate the effects of SFA on communication effectiveness by including a social validity measure and to determine whether a large or small number of stimuli per session promote generalization more efficiently. Using black and white drawings, Boyle & Coelho (1995), provided treatment in three 60-minute sessions per week. The treatment pictures were selected from a group of 34 images which the