Guided Observation Hours /AN

Pediatric Language Videos
Keith – SLP: Molly Berger
Clinician Comment:
Keith is 5 years 4 months old. He was diagnosed with a Language Disorder secondary to Autism Spectrum Disorder in August, 2009.
MCN Comment:
Clinician uses various activities around a theme to work on the same goals, such as categorization.
Clinician directed approach to improving expressive language usage.
·       Categorization
·       Using various attributes to describing objects such as color, shape, texture
·       Following rules of a game

Andrew – SLP: Teresa Roberts
No MCN information provided
Vicki’s Comment:
This is the completion of a formal speech language evaluation with a young boy who is between the ages of 2-3 years. An oral mechanism exam, assessment of articulation and assessment of language is completed. The language assessment that is administered is the Preschool Language Scale (PLS). If you are not familiar with the PLS and want to learn more about this assessment battery, you can read more about it online.

4th grade group – SLP: Carlee Lewis
In this video, Carlee Lewis, CCC-SLP, works with 4th grade students with the goal of making their language very strong and very clear. She focuses the students on how to be ‘expert thinkers and talkers.’ Note that several students in this group were in a previous video presented in the MCN library. As the students gain conversational skills, the expectation for language and critical increases. Notice that Ms. Lewis is starting to expect the students in the group to ask questions of the other students. She is starting to turn the facilitation of the conversation over to the students as she supports them in this new skill. Another strategy that Ms. Lewis uses is the ‘think-aloud.’ This is when a clinician models for students how skilled readers construct meaning from a text. At the end of the video, Ms. Lewis uses a rubric to self-evaluate the quality of the participation.
Key skills used by SLP:
• Make explicit the cognitive processes necessary to understand and share ideas
4th grade group (cont.)
Listen intently to and follow students’ conversational lead
• Stop briefly and identify instances of critical thinking as they occur to illustrate what critical thinking sounds like
• Use directives to bring students into the conversation or cause students to stay with an idea
• Establish conversational routines/rituals
• Expect and invite all group members to participate
Students of all ages are expected to engage in conversations related to educational content (stories or expository material specific to a particular subject) throughout their academic careers. Expectations include talking and writing using academic language about what is being taught and discussed in the classroom setting. Children with language disorders may find it difficult if not impossible to engage in this type of exercise. Because of this they may withdraw from conversations in the classroom or find that they are unsuccessful in their attempts to engage in academic conversations.
In this video Carlee Lewis, CCC-SLP, will facilitate a collaborative conversation. You will see her using several strategies such as asking open ended questions, helping the students determine what is worth talking about based on the text and the author’s purpose of the text, guiding the students to think inferentially and teaching students to initiate and build productive conversations within a group using academic language. The students are taught how to engage in academic conversations with new conversational skills introduced as they progress.

3rd grade group – SLP: Carlee Lewis
In this video, Carlee Lewis, CCC-SLP with input from Claudia Dunaway, CCC-SLP, coaches students on how to come up with ideas and then build on the ideas of others.  As you watch the video you will see her using several techniques in order to do this. She asks open-ended questions, uses nonverbal behaviors such as gestures, pausing and gaze to invite students in to the conversation. Notice how she uses ‘wait time’ (pausing) to give students extra processing time to form their thoughts. She leads the students to the ‘big idea’ of the story through careful coaching and questioning. In addition, she helps the students ‘lift’ their vocabulary by taking the time to discuss different levels of feeling words that they might use to describe what the characters are feeling in the story of Charlotte’s Web. She guides the students through a thoughtful discussion about the text using specific methods to lift the thinking and language of each participant.
Key skills used by SLP:
•  Listen intently to and follow students’ conversational lead
•  Stop briefly and identify instances of critical thinking as they occur to illustrate what critical thinking sounds like
•  Asks open-ended questions (questions that require more than one-word answers)
3rd grade group (cont.)
•  Uses non-verbal behaviors (gaze, pause, gesture, facial expression) to invite students into the conversation and/or to direct thinking toward a possible key idea
•  Refer to and read specific passages in the text to help students locate key ideas and stay with a conversation
Students of all ages are expected to engage in conversations related to educational content (stories or expository material specific to a particular subject) throughout their academic careers. Expectations include talking and writing using academic language about what is being taught and discussed in the classroom setting. Children with language disorders may find it difficult if not impossible to engage in this type of exercise. Because of this they may withdraw from conversations in the classroom or find that they are unsuccessful in their attempts to engage in academic conversations.
In this video Carlee Lewis, CCC-SLP, will facilitate a collaborative conversation. You will see her using several strategies such as asking open ended questions, helping the students determine what is worth talking about based on the text and the author’s purpose of the text, guiding the students to think inferentially and teaching students to initiate and build productive conversations within a group using academic language. The students are taught how to engage in academic conversations with new conversational skills introduced as they progress.

Iris – SLP: Patty Hall
Pre-adolescent with Down syndrome working on expressive language.
Goals:
1. Promote appropriate oral facial postures for rest, swallow and speech.
2.  Improve speech intelligibility
Use of “pacing” strategies and appropriate volume
Promote her awarness of her listener’s understanding of her message and her use of “repair” stategies
3. Improve expressive language skills
Use of complete sentences
Conjugation of verbs to improve her listener’s understanding of events (example: Did it already happen?, Will it happen?)

Kimi – SLP: Bob Buckendorf
Clinician provides a detailed description of this case at the end of the video.

Ryan – SLP: Elizabeth Schoen
ADOS- Assessment semi structured assessment of communication of communication.  Social Interaction and play for individuals suspected of autism.

Daniel – SLP: Elizabeth Schoen
This is the administration of the Yale invivo Pragmatic Protocol (YIPP). This assessment of pragmatic language is quite unique. The SLP “sets-up” various staged issues to assess the client’s response to them. This includes a tape recorder that “doesn’t work”, dropping a box of objects and the need to leave the room to get a writing implement for the client.

Mathew – SLP: Kerry Mandulak
Although this video is being assigned in the “language” section, this video shows an evaluation of both speech and language function. Below is the description from MCN; additionally, the SLP provides a narrative description about Mathew at the end of this video.
Disorder:  Repaired unilateral cleft lip and palate
History:  Matthew was adopted at age 2 from China.  His lip was repaired in China, and although his palate was reportedly repaired as well, he presented to our clinic at age 3 with significantly velopharyngeal dysfunction.  He had hypernasal resonance, wasn’t able to build up oral air pressure, and had incorrect articulation patterns.  He has had two palate surgeries to improve his speech.  He has had 2 full years of focused, quality speech therapy focused on speech intervention specific to cleft palate – and this summer, we tried a new treatment program that focused on non-word stimuli that targeted pressure consonants.  At this point (the time of the video), we were doing speech therapy in order to determine the next steps – whether or not he was able to generate enough oral air pressure to produce sounds accurately, or if he needs further physical management (surgery).  We are collaborating with his team speech pathologist in order to make these decisions.
MCN Comment:
Assessment
Oral Peripheral Exam
Articulation Test
Receptive Vocab Test
Syllable repetition-oral pressure evaluation
Sentence repetition targeting specific sounds
Nasometer-measuring air pressure in nose vs. mouth
As a result of this evaluation, use of Corrective Babbling approach will be used.