?'s to Ask Before Treatment (A)
What are Keisha's strengths?
Age-appropriate pragmatic use of language, her speech intelligibility is good, she can understand most classroom activities
What is a regular plural?
Adding "s" or "es" to the end of a word to increase its value from one, to more than one
EX: one cat, two cats
EX: one box, two boxes
What is rhyme recognition?
Fundamental phonological skill
Ability to identify words that contain the same ending sound
EX: hat, cat, pat
What is present-progressive?
Type of verb tense used when describing an action that is occurring in the current moment
EX: Am/is/are + verb ending in ING (Is running)
Deficits look like: not using using ING or not using auxiliary verbs
It may be more effective to r____ or e____ a child’s utterance than to directly correct the child’s form.
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repeat, expand
Does Keisha have a history of hearing loss or any current hearing losses?
No, Keisha has normal hearing in both ears currently but she did have chronic middle ear infections for the first two years of her life
How can SLPs target regular plural production with their clients?
A play-based approach could be to play, "I Spy," with Keisha. Set up the therapy room with pairs of identical objects around the room.
"I spy... something brown."
Begin the game by modeling the language (EX: two cats), and fade prompts as needed.
How can SLPs target rhyme recognition given the case example, "Keisha," from this chapter?
Start by explaining to client that rhymes are words that end in the same way
Create index cards, each with a number 1-10 and give them to the client. Have a list of words ready that rhyme with number (words like ton, sun, and pun to rhyme with card one)
The SLP then reads rhyming words to client and has them hold up the corresponding card
How could an SLP target the use of present-progressives (specifically in Keisha's case)?
Keisha only occasionally uses ING in her speech
Play Simon Says with the child
EX: (If child is able to follow 1-step directions). "Simon Says... jump!" (Child jumps) SLP asks: What are you doing? Child says, "Jumping!" (Correct and model language if incorrect).
Pair the introduction of a new vocabulary word with its p___ version to promote the development of emergent literacy skills.
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How is Keisha's language impacted in the classroom?
Teacher reports Keisha struggles with sound-letter correspondence, so it could be reasonable to assume she is struggling with decoding new words
How could caregivers help target plural production at home with their child?
One naturalistic opportunity includes: Look through a newspaper or magazine with your child and ask if they see more than one of any item of clothing. If the child finds, for example, "three shirts," ask them what they found to prompt the use of regular plural production. Continue with this activity until the child can put an entire outfit together!
Do the following words rhyme?
Fish and clementine
What would be a less effective way to target present progressives in a child like Keisha?
Excessive repetition of the correct utterance/ making Keisha repeatedly correct herself if she errors can be discouraging for Keisha. As SLPs, we want to foster more language in our client's day-to-day lives, not inhibit it. Because Keisha is so young, a naturalistic, play-based approach with modeled language would likely be more beneficial!
Clinicians can recommend p___ activities that parents can use at home to encourage attention to and experience with writing, such as making letters in sand or soap and tracing letters in sand or paint.
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play