Jai ha estado recibiendo servicios intensivos e individualizados de habla y lenguaje 15 horas por semana desde el 10/11/10. Las ?reas de objetivos a largo plazo incluyen: habilidades de lenguaje receptivo y expresivo (gram?tica, vocabulario, conceptos b?sicos, seguir instrucciones, hacer y responder preguntas), habilidades de alfabetizaci?n, habilidades de alimentaci?n y habilidades de lenguaje social.
Resumen inicial de habilidades (10/11/10)
When Jai first began receiving services, he presented with significant delays in receptive and expressive language skills, literacy, and feeding skills. He also demonstrated limited attention to structured tasks and table-top activities. Jai spoke in short sentences (often 1-2 words), demonstrated grammatical and word-order errors. He had difficulty using language to request, protest, and ask for help. Jai did not independently use language to comment on objects or action during play. He answered what and what happening questions with approximately 70% accuracy. He had more difficulty with response to who , when , where , and why questions. Jai demonstrated delays in understanding of concepts (spatial, number, time) and followed 1-step directions approximately 50-60% of the time. Jai was at the pre-literacy stage of reading development and recognized 8/26 letters in the alphabet and 4 sound/symbol combinations. He had difficulty with auditory discrimination of sounds (e.g. /p/ vs /b/, /m/ vs /n/).
Jai ha logrado un progreso constante y significativo en sus objetivos de habla, lenguaje, alfabetizaci?n y alimentaci?n desde que comenz? la terapia. Jai aprende mejor la repetici?n de informaci?n, las oportunidades para practicar y mediante el uso de materiales pr?cticos y mensajes visuales. Jai demuestra una buena retenci?n de informaci?n una vez que la ha aprendido. Responde bien a los modelos verbales y a las indicaciones.
Receptive/Expressive Language: In terms of receptive and expressive language skills, Jai now speaks in sentences up to 5-6 words in length with varying levels of complexity. He continues to produce grammatical errors, but responds well to verbal prompts to correct error sentences and retains information/skills gained during structured tasks that target appropriate grammatical usage. Grammatical skills targeted include regular and irregular past tense verbs, plurals, and subject+verb agreement ( He is writing ; They are running ). Jai uses appropriate question forms to request activities, objects, or toys. He is working to use appropriate phrases and sentences to protest or indicate that he does not like something. Jai asks for help 8/10 opportunities and he is working to use more specific language when asking for help e.g. rather than saying, Help me please, Jai instead will say, Please help me move these books to the table . Jai now uses language to comment during play. He has increased the scope, complexity, and flexibility of play schemes and engages in age-appropriate pretend play. He enjoys playing with pirates, legos, play-doh, turn-taking games, and computer or ipod games. Jai has increased his understanding of spatial concepts during structured tasks and identifies in, out, under, on, next to/beside, behind, and in front with 90-100% accuracy. He continues to work on expressively using these locatives. He also continues to work on increasing his knowledge of opposites, number concepts, and temporal concepts. Jai follows 1-step directions with 100% accuracy and 2-step directions with 70-75% accuracy. Jai s vocabulary continues to increase on a daily basis. He has been and continues to be exposed to new, different, and exciting culture, people, and experiences here in New York. He has learned about the changing seasons, weather, Halloween, Thanksgiving, ice skating, etc. Jai has increased his categorization skills and can identify and talk about how/why pictures, objects, and/or words can go together. Categories include: food, colors, shapes, numbers, vehicles, tools, animals, and furniture. Jai has increased his ability to accurately answer a variety of wh question forms. During structured activities and when given verbal and visual prompts, Jai answers what questions with 90% accuracy, where questions with 80% accuracy, who and when questions with 70% accuracy, and why and how questions with approximately 50-60% accuracy. He has increased his ability to answer all question forms with more accuracy during less structured activities and conversational exchanges.
Alfabetizaci?n: Jai ahora identifica 21/26 letras del alfabeto (todas excepto h, w, g, q, y) y demuestra conocimiento del conocimiento del sonido / s?mbolo de estas letras. Discrimina audiblemente entre / p / - / b / y / m / - / n / con una precisi?n de 90-100%. Jai ha sido introducido a las palabras que riman: gato, sombrero, gordo, sat, mat, murci?lago, palmadita, rata y lata, abanico, hombre, pan, tostado, furgoneta. Es capaz de leer estas palabras con una precisi?n 80% y deletrearlas con una precisi?n 70% durante tareas estructuradas. Jai disfruta de los libros y muestra un deseo de leer y aprender nueva informaci?n a trav?s de la lectura. Parece haber adquirido una buena base y una base de conocimientos para desarrollar habilidades de alfabetizaci?n. Intenta pronunciar nuevas palabras y tiene m?s confianza en sus habilidades. Cada semana Jai muestra una mejora significativa en esta ?rea.
Impresiones y Recomendaciones
Jai has made amazing gains since beginning therapy 1 month ago. He has set the foundation for learning and literacy development. He has increased his abilities in the following areas: attention for structured tasks and for sustained focus, e.g. to discriminate sounds, confidence, willingness to try new and/or difficult tasks, retention of information, retrieval of information, carryover of skills, and independence in demonstration of knowledge and skills. He responds well to the clinician s models and prompts. He shows excellent potential for continued learning and skill development.
Los objetivos sugeridos en este momento incluyen:
1) Emerging literacy skills.
a) Jai will sound out letters
b) Jai will identify letters in words in short phrases
c) Jai will identify rhyming words
d) Jai will discriminate sounds l, h, w, g, q, y
e) Jai will identify sight words
f) Jai will read sight words
g) Jai will write short words and sentences, given prompts.
2) Expressive language
a) Social language
b) Jai will use his words to ask questions, request, comment, protest etc
c) Jai will use words to answer questions
3) Sentence formulation
a) In the appropriate context, Jai will use simple complete sentences (noun and verb phrase) to to request, protest, comment, and ask for help.
b) Jai will increase his vocabulary, including acquiring more verbs
c) Jai will appropriately use negations
d) Jai will appropriately use spatial concepts
e) Jai will use words to answer “why” questions
f) Jai will use age-appropriate syntactic/grammatical forms (plurals, regular and irregular past tense verbs).
4) Receptive language
a) Increase accuracy of comprehension and use of spatial concepts and prepositions (in, out, on, under, next to, behind, in front)
b) Increase accuracy of following 2 directions.
c) Increase accuracy of 1 step 2 unit directions (e.g. “Find the big white dog”) and 2-step directions
a) Jai will learn basic opposites
b) Jai will learn all four seasons
6) Attention and Behavior
a) During focused academic activities, Jai will sustain attention for 30-40 minutes before needing a break.
b) Jai will speak to his mother in English during meals
c) Jai will learn to wait 5 minutes before he can interrupt his mother while she is engaged in a conversation
a) Jai will eat thicker pieces of food in his current diet, he will eat a larger variety of foods, and he will practice eating solid snacks to facilitate his chewing skills.
Sarah es un pat?logo del habla y el lenguaje que brinda servicios de evaluaci?n y terapia en el hogar en los vecindarios Park Slope y Carroll Gardens de Brooklyn, NY. Se especializa en trabajar con ni?os y adolescentes que tienen dificultades con la articulaci?n, fonolog?a, lenguaje, fluidez / tartamudeo, desarrollo de habilidades de alfabetizaci?n, pragm?tica y lenguaje social. Sarah desarrolla planes de terapia individualizados y basados en evidencia que incluyen una colaboraci?n frecuente y continua con padres, cuidadores, maestros y educadores para maximizar el potencial de cada ni?o. Ella puede ser contactada en firstname.lastname@example.org o www.brooklynletters.com