Assessments and Goal Making
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Transcript of Assessments and Goal Making
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Assessments and Goal Making
Jennifer Lozier M.S. CCC-SLP
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What you will learnAssessment and goal making for the following
speech/language areas:Receptive languageExpressive language/communicationArticulationPragmatics
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WHY IS TEACHING COMMUNICATION
IMPORTANT?
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DIFFICULTIES WITH BOTH
EXPRESSIVE AND
RECEPTIVECOMMUNICATION
BEHAVIORPROBLEMS
LEADTO
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CHARACTERISTICS OFCOMMUNICATION
DIFFERENCES IN AUTISM
MISSING THE BASIC “BUILDING BLOCKS” OF COMMUNICATION
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Asperger’s SyndromeDevelopmental, neurobiological disorder that is
part of the autism spectrum. Most common among boys. Characteristics include: Impaired social skillsObtuseness, limited interests, and unusual
preoccupationsPreference for sameness in routines or rituals;
difficulties with transitionsSpeech and language difficulties, particularly in
the areas of pragmatics and prosody
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Characteristics cont’dLimited facial expressions apart from anger or
miseryExcellent rote memory and musical abilityDifficulty reading nonverbal communications (body
language)Poor awareness of personal body spaceClumsy and uncoordinated motor movementsExtreme sensitivity to sounds, tastes, smells, and
sights
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TEACHING COMMUNICATION SKILLS
BEGINS WITH
H O W ?S Y S TE M O R L E V E L
W H E R E ?C O N TE X T
W H A T? W H Y ?C O N TE N T O R F U N C TIO N
A S S E S S M E N T O F C O M M U N IC A TIO NS P O N TA N E O U S /U N E L IC ITE D
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Assessment of Receptive Skills
Vocabulary/Identifying objects
Simple Directions
Complex Directions (prepositions, quantity, quality, negation, etc.)
“Wh”; yes/no questions
Functional Communication Questions (name, age, address)
Feelings, Relationships
Slang, Idioms (put foot in mouth)
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Assessment of Expressive Communication Skills
What?
How? (System)Tantrum, gesture, picture, written word, sign language,
verbal
Where? (Context)
Why? (Function)Asks for helpMakes a request (or choose last option)Refuses/protestGets attention
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Assessment of Expressive Communication Skills
Vocabulary/Labeling objects
Requesting
Sentence length
Grammar
Conversation/turn-taking
Speech sample
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Speech sample examplesWhat would you do if you had a million dollars?
Pretend I’ve never had a pizza before. Describe it to me.
Do you have a pet? Tell me about it.
Tell me what you and your friends play or talk about together.
Tell me about your favorite movie or TV show.
*Or show a detailed picture and have them tell about it.
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Speech sample findingsVocabulary- Were they able to name objects?
Sentence length- Were they speaking in 1-2 word phrases or complete sentences?
Grammar- Were they using past tense verbs, -ing, plurals, etc.?
Pragmatics- Were they able to stay on topic? Show feelings/perspectives of others?
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Assessment of Articulation Skills
Normal articulation is a series of complex actions.
Accurate articulation requires exact placement, sequencing, timing, direction, and force of the articulators.
Some articulation disorders are the result of hearing loss, cleft palate, cerebral palsy, etc.
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Assessment of Articulation Skills
Simple tasks- counting, days of week, naming objects and colors, reading, etc.
Look at:Number of errorsError types (substitutions, omissions, additions,
etc.)Consistency of errors IntelligibilityRate of speechStimulability- Can they make the sound if you do
and tell them where to put their tongue, lips, etc.?
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Reading Passages“I like to swim when it is hot outside. It is very
fun. I swim in a big pool. I can jump in the water. I get all wet. I can float on my back. I can float on my tummy too. I open my eyes under the water. I can see my brother. I can see my mom. They watch me. I think the water is cool. It feels good. I like to splash and blow bubbles and yell. After I swim, I dry off with my towel. My towel is yellow. It has a picture of a treasure chest on it.”
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Assessment of Pragmatic Skills
Pragmatics is the study of the use of language in communicative interactions.
Respond to greetings
Make requests
Describe events
Take turns
Make eye contact
Repeat
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Assessment of Pragmatic Skills
Maintain topic
Role-play
Initiate activity or dialogue
Feelings
Idioms
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Assessing Nonverbal Children
Play behaviors
Use of gestures, signs, and symbols (pointing, directing)
Use of nonspeech vocalizations
Use of meaningful vocalizations
Nonverbal responses to verbal stimuli
Appropriate use of objects
Imitation of words
Possible spontaneous productions of words
Communicative intent
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Assessing Minimally Verbal Children
All of the above and:
Naming of familiar objects
Counting or reciting days of week
Use of simple phrases
Use of simple grammatical morphemes (-ing, -s)
Length of average utterances
Comprehension of words and simple phrases
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Assessing a Child Who Uses Early Multiword Combinations
All of the above and:
Response to simple commands
Produces sentences
More advanced grammar
Comprehension of conversational speech
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Goal MakingAfter assessing the child and figuring out their
areas of weakness, make measureable goals for them
SMART goals
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GoalsS- Specific
M- Measurable
A- Attainable
R- Relevant
T- Time-based
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Goal examplesBy July 2015, Jane will produce the /s/ sound in
all positions of sentences in 8/10 trials independently as measured by clinical data.
By July 2015, Jane will increase her attention as evidenced by her ability to keep her hands in her lap for 15 minutes with no more than 4 prompts.
By July 2015, Jane will use plurals in sentences with 80% accuracy independently as measured by clinical data.
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ReferencesNadine Waurin is an Autism Consultant out of North
Caroline. She travels the world sharing her knowledge about working with students with autism. She provided many of the slides.
Linda Hodgdon – Two of her books, Solving Behavior Problems in Autism and Visual Strategies for Improving Communication were used in making this presentation.
Assessment in Speech-Language Pathology-4th Edition. Kenneth G. Shipley, Julie G. McAfee