1. School-age Speech and Language Center
October 9th 2018: Tuesday Group Meeting

2. Client-Based Discussion Regarding LTGs, STOs, and Framing Your ITP

3. Assigned Clients to Be Discussed During Targeted Client-Based Discussions
Shaundra: ROMA
Camille: HUEM
Christina DAJA
Rachael I.: COET
Leigh: GAEZ
Anna: Maple Experience
Nate: New Client to be Assigned
Brittaney: DINA
Olivia: COCO
Rachel L.: POHA
Molly: BAKA
Kasey: New Client to be Assigned

4. Client-Based Discussion for LTGs and STOs
Based upon your initial assessment data, parent priorities, and possible school-based IEP goals and objectives, have a draft of one LTG and no more than 2-3 STOs for your assigned client.
Please bring a draft and these can be discussed during the meeting.
Your LTG and STOs can address speech sounds, language, social skills, or behavior (those are the typical ones).

5. Factors Influencing the Development of LTGs and STOs

6. Identify Goals and Objectives
Long-term goal (LTG) to be achieved during course of therapy
A statement of what you expect the child or adult to DO
Develop goal in collaboration with client/family
Objectives
Steps that will lead to achieving LTG
Break the goal into parts in order to monitor progress

7. Writing SMART Goals & Objectives
Specific
Measureable
Attainable
Routine-Based
Tied to Functional Priority
Jung, L.A. (1997). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39, p54-58.

8. LTG vs. STO
Goal/LTG: Overall statement of targeted behavior (e.g., Intelligibility, MLU, C-Units, etc)
Goals are dependent on the setting in which the client is served or expected to accomplish the goal
Most IEP/IFSP goals written for EC CARES or the school district will be for one year
Goals written for the clinic may be for one-term or longer, depending on the needs of the client
Objectives/STO: Task analysis; small steps to achieve the goal; small steps to monitor progress
These can be sequential or additive

9. Goal with Sequential Objectives
SS will produce target sounds (k,g,s, s-blends) in conversation with 80% accuracy over 2 sessions. 1. Given cues and prompts, SS will correctly produce target sounds (k,g,s, s-blends) in isolation in 8 out of 10 trials over two consecutive sessions. 2. Given cues and prompts, SS will correctly produce target sounds (k,g,s, s-blends) in words 8 out of 10 trials over two consecutive sessions. 3. Without cues or prompts, SS will independently produce target sounds (k,g,s, s-blends) in words correctly in 8 out of 10 trials over two consecutive sessions. 4. Given diminishing cues, SS will independently produce target sounds (k,g,s, s-blends) in phrases in 8 out of 10 trials over 2 consecutive sessions. 5. Given diminishing cues, SS will independently produce accurate target sounds (k,g,s, s-blends) in sentences in 8 out of 10 trials over 2 consecutive sessions.

10. Goal with Additive Objectives
FT demonstrate increased utterance length my maintaining an average of 3-word utterances (MLU=3.0) across settings (classroom, home) as measured by 2 language samples (50 utterances minimum). 1. FT will name 10 nouns (family members, animals, toys), with 80% accuracy, without a cue, during a structured language activity. 2. FT will routinely say at least 10 action words (e.g., “want”, “go”, “run”) as measured during a language-based structured activity. 3. FT will routinely say at least 3 pronouns (e.g., “I”, “me”, “you”) as measured by a language-based structured activity.

11. “Language that is Measurable” Used When Writing LTGs and STOs
Please review the specific slides associated with writing LTGs and STOs (Posted on infoCDS)

12. Documentation Data Sheet SOAP Notes
During session
SOAP Notes
Following Each Treatment Session
Individual Treatment Plan/Progress Summary (ITP/PS)
Draft Week 3 – Final Version Week 9

13. See Additional Slides
For additional information regarding behavior management, data collection, and writing SOAP notes, please see the additional slides posted on infoCDS.

14. What kind of data do we collect?
Frequency of occurrence
Percentage correct
Duration of behavior
Rating scales
Collect data systematically

16. Questions to Ask to Ensure Successful Therapy. Paul & Norbury, 2012, p
How will I promote the child’s active engagement and sustain her/his attention?
What type of feedback will I provide?
What type of reinforcement will I provide?
How do I provide multiple opportunities for practice of new behavior? How many repetitions of target behavior should I require?
Are planned tasks specific to the targeted objectives?
Is task complexity appropriate for the child’s level?
How will I include family members?
What are my plans if child does not respond as expected?

17. Your client is here … Document Conduct Session
“Check in” with Client/Family
Introduce tasks/activities (Intentionality & Meaning)
Be Flexible
Enjoy and Have Fun
Document
Take Notes, Record Data

18. Assess and report S - Note client comments, important information
Any information that may influence treatment
O – Report data
Narrative style, bullet style, table format
A - Assess
Analyze data – did client improve?
Did client meet objective for the session? Did client meet STO, LTG?
What were factors that contributed to not meeting the objective?
P – Plan
Based on the information you obtained, what is the plan?
Any changes for upcoming sessions?
Document
Write SOAP Note

19. Personal Review and Self-Reflect
Treatment
Were you able to accomplish what you planned? Why/why not?
Did you define goals/objectives clearly?
Did you choose valid measures to measure tx progress and generalization?
Did you use appropriate activities?
Did the client meet expected outcomes during session? Why/Why not?
Did you choose an appropriate level of difficulty?
What did you do that helped or didn’t help the client succeed?
Did you successfully implement step up/step down strategies?
What would you do differently next time?
Interaction & Professionalism
How was your interaction with the client?
Were you able to accurately read the client’s body language?
Did you participate in discussions with your supervisor by asking questions, listening, and initiating topics for discussion?
Did you take feedback well?
Have you been positive, upbeat?
Have you been reliable, dependable, and punctual?
Document
Complete Self-Reflection Form

20. Documenting and Creating an ITP/Assessment Report
Please see the example of what to include on an ITP/Assessment Report posted on infoCDS.
For Returning Clients:
Use previous ITPs as a model in terms of creating your draft ITP
Note: For returning clients, don’t repeat background information that has been documented multiple times. The way to report this is to say something like, “For previous information regarding developmental, medical, and past educational history, please see UO SLHC ITP dated_____.”
What you will want to report is anything that the parent has noted that has changed, priorities, or any shifts in terms of a student’s possible eligibility in special education and current goals and objectives.

21. FYI: Intervention Resources & Strategies
infoCDS – See Intervention Section
YouTube
Pinterest
Teacher Pay Teacher
SLP Blog Sites
….. The List Goes On

22. Next Up Draft ITPs are due on Friday Formal Assessment Partners and
Assignments Will Be Discussed
Formal Assessment Practice Time will
Provided.