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How to Participate

1. Read the Assignment for Week 4 in the Dropbox Folder

2. Create a post

3. Comment on classmates’ posts to build on their ideas, ask questions, or share related experiences

4. Engage thoughtfully - aim to contribute meaningful insights that advance our collective understanding

Remember: This is a collaborative space where we learn from each other’s clinical perspectives and experiences.

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1)

I have not discussed any treatment plans with my CEs yet for any of my clients. I know that one of them will have vocabulary-based goals and the other will have swallowing goals, most likely transitioning into soft solids from transitional liquids.

2)

Not sure yet

3)

I don’t know how to ride a bike

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1) The two goals I included in my treatment plan are the following:

1. Client will demonstrate use of multimodal communication (e.g., verbal, writing, gesture) and/or self-cueing (e.g., circumlocution) to increase the number of conversational turns from baseline of 8, over five consecutive sessions, given moderate visual and verbal support.

2. Client will produce simple, functional sentences during a structured task using a sentence-building visual template in 8 out of 10 opportunities, given maximum support.

2) Maximal: 4-6 verbal cues, 2-3 visual cues, and modeling

Moderate: 3 Verbal cues, 1 visual cue, modeling

Minimal: Verbal cue to use strategies

3) A fact about me that people find surprising is that I had a pet rabbit.

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1. I have not discussed any treatment plans with my CEs because I have not had enough sessions with any of them.

2. For me, I think of minimal cues as a reminder to use a strategy or giving a cue, moderate is when 2 or 3 cues are given, and maximal is when 4 or more cues are given.

3. I have a pet snake named Kevin, he is the oldest snake probably ever, he is so dumb, he refuses to do or accept any enrichment activities.

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1. Im planning to write something along the lines of:

“Over the course of the semester the client will master the production of 10 chosen functional words using the DTTC technique, using gestural, tactile, and verbal cueing as needed.”

2. Since the client has CAS (childhood apraxia of speech) and is very unintelligible, you can go back and forth in between steps of DTTC and use as much cueing as needed (gestural, tactile, and verbal).

3. DTTC:

The DTTC hierarchy begins with simultaneous production, where the clinician and client say the target word together using maximum cues. Next is direct imitation, where the client repeats immediately after the clinician’s model with cueing as needed. Then delayed imitation, allowing a brief pause before the client responds to encourage motor planning. If completed those steps, the client can move to spontaneous production.

4. Fact about me is that I used to do rhythmic gymnastics

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1. I am yet to have my third meeting with my individual clients, so I have not decided on concrete goals for the treatment plans. My third meetings will be this week. However, given baseline data and general observations. I do know that for one of the clients, one potential goal could be production of /s/ phoneme in word initial position with 80% accuracy across 3 consecutive sessions, with minimal verbal cueing.

2. My interpretation of cues and cueing hierarchy:

1. Minimal: 1-2 verbal verbal/gestural/visual cues

2. Moderate: 3-4 verbal/gestural/visual cues

3. Maximal: 5+ verbal/gestural/visual cues

I am curious to know if the hierarchy changes depending on the "type" of support (i.e. is 2-3 verbal cues considered more support than 3-4 gestural?)

3. A fact about me that people find surprising is that I am scared of most animals. I do love them though!

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1. One of the long-term goals I included in my treatment plan is “the client will display correct placement of the tongue during rest, speech, and swallowing.” This one was difficult for me to classify as a long-term or short-term goal at first, but after revision I realize that this is a good long-term goal since it is across all contexts.

2. Cueing hierarchy used in my treatment plan:

Minimal cueing: 1-2 cues (e.g., verbal, visual, tactile)

Moderate cueing: 3-4 cues (e.g., verbal, visual, tactile)

Maximal Cueing: 5+ (e.g., verbal, visual, tactile)

3. One thing most people don’t know about me is that I love to play video games.

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1)For one of my treatment plans I will include something building off of the following: The client will initiate sentences with easy-onset phonation in 80% of opportunities while completing a work presentation task.

I plan to adapt this based on the client's progress and grasp of easy-onset phonation.

2)Minimal cues-prompting prior to a task

Moderate cutes-2/3

Maximal cues 4+

3) I love wakesurfing.

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1. Client will produce final /s/ and /z/ in CVC words with 70% accuracy, given moderate visual and verbal support.

2. Moderate visual and verbal support for word production and moderate support for sentence production.

3. I love snowboarding

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Share 1- 2 goals that you will include in your treatment plan. Please choose those that were difficult to write at first, but you have been able to revise them to this version. Please do not include any identifying information.

The client will improve immediate functional recall of simple information to 80% accuracy, given mild verbal cueing to promote independence for cognitive activities of daily living (ADLs).

Identify the cues and cueing hierarchy

Mild: 2-3 verbal cues

Share a fact about you that people find surprising

I can make simple origami!

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1) One goal for the client is to request through eye contact, vocalizations, and AAC device, and another goal is to express refusal ("no") through gestures, vocalizations and AAC device.

2) Minimal cueing consists of 1- 2 verbal cues

Moderate cueing consists of 3-4 verbal and visual cues

Maximal Cueing consists of 4 or more verbal, visual, and tactile cues

3) I almost went to culinary school! I love to cook but decided it is a better hobby than career for me personally.

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1) Long term Goal: Client will be able to answer WH- questions to facilitate spontaneous conversation.

This was difficult to write because I was trying to narrow down more specific WH- questions because my client struggles with ‘Who’ and ‘Where’ but excels in naming objects or retrieving verbs with ‘What’ questions. The client has PPA and we’re gearing more towards constructive activities and tasks to help strengthen their skillset. I think my anxiety comes from a lack of experience and not knowing how to approach the clients strengths and weaknesses

2) Minimal cues will be little to no repetition of the questions or verbal cues, Moderate cues will be a few verbal and visual cues, and Maximal cues will include modeling and multiple verbal and visual cues

3) I have a very spoiled cat

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1. Unfortunately, I only had 2 sessions with my client before they got taken away due to scheduling conflicts. If we had been able to come up with a treatment plan, I would have included one that relates to tackling his R-distortion with the /ar/ sound in the medial and final positions of words.

2. My CE and I never got far enough to determine cueing. But 2-3 minimum cues for each utterance would be my best estimate for what we would have come to a consensus on.

3. One fact about me, I love baking, and I hope to open a bakery one day after working as an SLP for a while!

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1) I have only had 2 sessions so far with my client so haven't written my treatment plan yet, but would like one of my long-term goals to focus on improving functional communication skills (e.g. greater ability to engage in spontaneous communication that supports daily activities, leveraging script training strategy, etc.)

2) This is on the agenda to discuss with my CE this week. :)

3) I was very artistic when I was younger. I stopped making art regularly after high school, but still love visiting art museums and galleries whenever I can.

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1. Over the course of the semester, the client will utilize targeted word-finding strategies and structured sentence formulation techniques to improve expressive language, producing multi-word utterances and sentences with appropriate subject-verb-object structure in 4/5 opportunities across structured therapy tasks.

2. Minimal cues: Written cue cards only (e.g., “Who?”, target verb, “What?”). No additional verbal cues; client is expected to respond independently using the visual prompts.

Moderate cues: 2–3 verbal cues plus 1 visual cue (e.g., written cue cards). Verbal semantic prompts or phonemic hints guide sentence formation (e.g., “Think of someone who does this action” or “It starts with /b/”).

Maximal cues: Clinician may provide modeling or additional verbal prompts. Forced-choice options may be used, presenting one correct agent/object and a few incorrect alternatives.

3. I was president of Hunter College’s only a cappella group!

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Goals:

1. To improve accuracy in production of /ʃ/:

a. The client will produce /ʃ/ in all word positions at the word level with 70% accuracy given minimal verbal cues.

b. The client will produce /ʃ/ in all word positions at sentence level with 70% accuracy given minimal verbal cues.

2. To improve accuracy in production of /tʃ/:

a. The client will produce /tʃ/ in all word positions at the word level with 70% accuracy given minimal verbal cues.

b. The client will produce /tʃ/ in all word positions at sentence level with 70% accuracy given minimal verbal cues.

3. To improve accuracy in production of /dʒ/ :

a. The client will produce /dʒ/ in all word positions at the word level with 70% accuracy given minimal verbal and gestural cues from the clinician.

b. The client will produce /dʒ/ in all word positions at sentence level with 70% accuracy given minimal verbal cues.

2. For minimal cues, the client will receive 1-2 verbal cues reminding them of tongue placement/lip shape. For moderate cues, it will be 3-4 verbal or visual cues regarding tongue placement/lip shape. 5-6 cues would be considered maximal but the client has not needed more than moderate cueing thus far.

3. People are usually surprised by my choice in pets, currently I have a gerbil!

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1. I included in my treatment plan this short-term goal, "The client will independently self-prompt given a visual support more than half the time when she encounters difficulty with word recall by using various strategies such as describing, thinking of the first sound, rhyming word, providing synonyms/antonyms."

2. I think minimal cuing would be giving 1-2 cues, moderate would be 3-4 cues, and then anything greater than 5 would be maximal. I haven't had either of my CE's explicitly tell me what they consider mild, moderate, and maximal to be.

3. I don't have any wisdom teeth and both of my sisters feel this is unfair.