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Lauren Sneed CEPD 4101 Spring 2012.   University of West Georgia Comprehensive Community Clinic  I observed numerous clients in our clinic throughout.

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Presentation on theme: "Lauren Sneed CEPD 4101 Spring 2012.   University of West Georgia Comprehensive Community Clinic  I observed numerous clients in our clinic throughout."— Presentation transcript:

1 Lauren Sneed CEPD 4101 Spring 2012

2   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

3   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

4   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

5   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

6   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

7  Materials

8   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

9   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

10   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

11   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

12   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

13   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

14  We always need to be reflective in teaching or therapy! Conclusion

15   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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