1. Sarah

2. Case history: Language
Poor conversational skills
Uses echolalia
Uses poor figurative language
Word finding difficulties
Difficulty with initiating conversation
Uses short 1-2 word phrases
Inability to take turns in conversation

3. CASE HISTORY: birth history & milestones
No complications during pregnancy or delivery
Natural delivery at 9lbs 3oz
Speech milestones somewhat delayed
Babbled: 7mo
First word: 18mo
Combined words: 3 years
Short sentences: 5 years
Poor expressive
Fairly good receptive

4. Case history: behaviors
Separates herself from others
Difficult time forming friendships
Concern in turn-taking and ability to follow direction
Obsessive over single topic over long period of time

5. Overall outcome
Sarah will improve expressive language skills by increasing word finding skills so that she can interact with her peers and teachers

6. Short term objective
Sarah will initiate conversation with the clinician upon arrival in 4 of 5 therapy sessions.
Children with autism have difficulties initiating and perpetuating conversation
Typical avoidances include showing no appropriate emotion in conversation or low ability to produce a narrative
Children with autism typically give no response to conversation or offer new or similar information to a topic
Capps,L., Kehres, J. & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental dealys. Autism, 2(4), doi: /

7. Short term objective
Sarah will successfully follow 3-step directions during a structured therapy task 4 out of 5 times.
Sometimes, children on the autism spectrum have difficulty following directions. This isn’t because they don’t want to, but because they do not understand what it is that you want them to do.
Following directions is an important functional lifelong skill that students should have.
Vicker, B. (2004). Comprehension of the message: Important considerations for following directions. The Reporter, 9(2), 6-8, 19. Retrieved from

8. Short term objective
Given a verbal prompt Sarah will use 2-3 word phrases to describe her actions in 90% of her attempts.
I created this goal because many people with Autism have word retrieval problems.
They aren’t good with their expressive language especially when it comes to answer questions.
To help them with this we could use cueing cards, multiple choice options, visual backings, etc.
It also depends on the conversational situation they are in whether the person talks a lot, or if they give them time to put in a word or two.
Stillman, W., Notbohm, E., Kluth, P., Hodgdon, L., Stanfield, J. (2008). General strategies for intervention. Autism Speaks.

9. Short term objective
Goal: During a 30 minute session, Sarah will take turns (by not interrupting) in 90% of opportunities.
Turn taking in young children with autism is possibly impaired before age 3
The social interactions of these children seem to be impaired
Because turn taking in young children with autism can occasionally be impaired, it would be important to put an emphasis on this and other social interaction scenarios in therapy
Turn taking can be emphasized through therapy activities such as: playing games, building blocks in turn, putting objects back in a bowl or bucket
Chiang, C., Soong, W., Lin, T., Rogers, S. J., (2008). Nonverbal communication skills in children with autism. Journal of Autism & Developmental Disorders, 38 (10), DOI /s

10. Evidence based treatment strategies
Use a systemic multimodal approach to treat speech and language deficits in children with Autism
This means motivating people with Autism to develop their language and speech skills through contents usually present in their natural social environment
Sarah likes Disney princesses, which is why we incorporated the paper dolls in dresses into her therapy
Tamas, D., Markovic, S., & Milankov, V. (2013). Systemic multimodal approach to speech therapy treatment in autistic children. Medicinski Pregled, 66(5-6), doi: /MPNS T

11. Materials
Crayons
paper dolls
dry erase
board/marker