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Lauren Sneed CEPD 4101 Spring 2012
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University of West Georgia Comprehensive Community Clinic I observed numerous clients in our clinic throughout the semester, and had the opportunity to co-clinician with a fellow graduate student as well. Location
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8:8 Caucasian male Attended UWG clinic since August 2011 Has numerous health and speech disorders Being treated in the clinic for ARTICULATION /k/, /g/, /th/ Therapy Sessions: 1 day a week I observed a total of 18 hours in the UWG-CCC Background Information
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Long Term Goal: 1.KK will correctly produce the /k/, /g/, and /th/ phonemes within conversational speech. 2.KK will use appropriate rate, stress, and intonation during conversational speech. Goals
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Short-Term Goals 1.KK will correctly produce /k/ in all positions of words in 90% of attempts with minimal cueing. 2.KK will correctly produce /g/ in all positions of words in 90% of attempts with minimal cueing. 3.KK will correctly produce the voiced and voiceless /th/ in all positions of words in 90% of attempts with minimal cueing. Goals
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1. Oral motor exercises to strengthen the tongue and call attention to the articulators. 2. Clinician will model correct placement of articulators for /k/, /g/, and /th/ and have KK model. 3. KK will correctly produce the /k/, /g/, and /th/ sounds in isolation and in syllables utilizing vowel sounds (e.g. ka, ke, ki, ko, ku) 4.Clinician will utilize a combination of paired stimuli and minimal pairs techniques to have KK produce /k/, /g/, and /th/ in words in initial and final positions. Procedures
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Materials
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KK is doing extremely well in therapy. The results are as follows: /k/ IB: 97% C: 98%, /g/ IB: 88% C: 85%, /th/ voiceless IB: 95% C: 95%, /th/ voiced IB: 85% C: 95%. Findings/Data
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KK has made dramatic progress in correctly producing /k/, /g/, and /th/. Recommendation is to continue to work on /g/ and /th/ at word level until KK hits his goal for those sounds for three consecutive sessions and progress to sentence level for /k/. Recommendations
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Speech-language pathologists CAN be considered reflective teachers, and aid in the study of educational psychology. SLPs must constantly use critical thinking skills to decide what therapy technique would be best for the client, while researching evidence based practice to support these decisions. SLPs must also remember that every client one sees is different, just like every student in a classroom is different. The textbook offers a three-pronged argument to explain how educational psychology can help you be a better teacher (or SLP). Complex enterprise, research that informs teachers, and coursework & competence Applying Reflective Teaching Skills in Therapy
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Our profession is complex due to diverse populations & decision-making nature Have to make decisions before and after instruction, as well as on the spot Critical Thinking Skills! For example, our client has numerous health and articulation problems. We had to choose the best therapy techniques for him. Well organized sessions with very little changes Had to be cautious of possible emotional disturbances: (football) Complex Enterprise
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Research in educational psychology offers many useful ideas for improving the classroom, or in my case, therapy instruction. Evidence Based Practice (EBP) for our client Paired Stimuli Technique Minimal Pair Technique Research that Informs Teachers
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Teachers (and SLPs) who had more professional training are generally more effective The classes we take (or do not take) in school have been shown to affect our competence levels. My Articulation & Phonology, Language Disorders, as well as Educational Psychology course has better prepared me to work with KK and taught me the needed skills to help him reach his goals. Coursework & Competence
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We always need to be reflective in teaching or therapy! Conclusion
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Barlow, A., & Gierut, J. (2002). Minimal pair approaches to phonological remediation. Seminars in Speech and Language, 23(1 ), 57-67. Bond, D.R. Keogh and D. Walker. (1985). Reflection: Turning experience into learning. London: Kogan Page. Hunt, R.G. (1959). Meaningfulness and articulation of stimulus and response in paired-associate learning and recall. Journal of Experimental Psychology, 57 (4), 262-267. Lazzari, A. (1998). Help for articulation. East Moline, IL: LinguiSystems. References
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