Diagnoses
What happened to Doug?
Doug, was diagnosed with a TBI due to a baseball hitting him in his head going at a speed of 100 mph
Doug is ______ of his acquired disorder(s). [aware or not aware]
aware
What cognitive skill does Doug struggle with, especially when trying to memorize vocabulary terms or follow multi-step directions?
Short-term memory
How will the clinician target the client's areas of need?
By designing functional, real-life interventions that support memory, attention, auditory comprehension, and social participation across academic and social settings.
What is extended time?
This classroom support gives more time to process or complete tasks.
What is Doug's neurological diagnosis?
Traumatic Brain Injury
During therapy, Doug is...
positive, motivated, and eager.
Doug has difficulty interpreting body language and adjusting his voice in conversations. Which language domain does this reflect?
Pragmatic language
The following goal will benefit the client in academic subjects like math and reading, which require multi-step directions and precise listening for assignments, as well as in everyday conversations.
What is “Doug will improve auditory attention and listening comprehension skills by accurately attending to spoken information, following directions, and demonstrating understanding”?
What supports auditory comprehension difficulties?
Providing both spoken and visual instructions helps address this weakness.
What is Doug's cognition/executive diagnosis?
cognitive deficits
executive functioning deficits
memory deficits
How does Doug do with same-aged peers?
Well; he has many friends his own age who he regularly communicates with
Despite being a former high-achiever, Doug now takes longer than peers to complete academic tasks, especially in what subject?
Math
This goal focuses on helping Doug plan, organize, and complete tasks, essential executive functioning skills, as he transitions back to school life post-TBI.
What is “Doug will improve executive functioning skills by using strategies to plan, organize, and complete tasks with minimal cueing”?
Language therapy in school should target these 4 areas
What are auditory comprehension, verbal expression, memory, and pragmatics?
What area of language did Doug get diagnosed with deficits in?
Expresssive, Pragmatic, receptive
What subject is Doug performing best with?
Reading
Doug often loses his place or needs redirection during tasks when in noisy or distracting environments. What is this difficulty related to?
Sustained attention
This is the academic goal Doug is working toward which involves using strategies like repetition and association to remember and apply previously learned information across school subjects.
What is "Doug will retell events or summarize academic content (e.g., story, science process, historical event) using a memory strategy in 3 out of 4 sessions with moderate cueing" ?
What is memory recall and executive functioning tasks
Strategies to memorize, organize, plan and complete tasks
What did Doug get diagnosed with in the Attention/Behavioral area?
Acquired Attention Deficits
How is Doug's vision and hearing?
Great - no impact to hearing and vision acuity, but he does have trouble with auditory comprehension.
Doug sometimes answers inappropriately during tasks requiring interpretation of meaning or context. What deficit is this?
Auditory comprehension
Why is it essential to create goals that reflect the client's academic and social life in therapy?
So that goals reflect both the academic and social aspects of a client’s life to ensure that intervention is meaningful, relevant, and supportive of real-world functioning.
How do preferential seating/visual supports help?
This accommodation helps the child participate in class/group discussions