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Mommy daddy

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Juice

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mommy

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Common daily words

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Juice

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Up

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Nouns

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using nouns, a few verbs (up)

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Here

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Names, action words

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Environmental sounds

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Basic nouns and other core vocab

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Nouns

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Names, nouns, one word commands

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Greetings

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Nouns

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requests

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Two word combinations

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Increase vocabulary to 50 words

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action entity

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Goal:

Locative-agent commands

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In early I, the child should have about 50 words in their vocabulary, but they only have 10. Therefore, a general target would be vocabulary expansion and an increase in combinations.

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if he hasn’t been formally assessed in over a year- give him something like the CELF/PLS; goals would look like increasing MLU to 2.0 first and moving from there

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More requesting

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Words to outline wants and needs

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Requests things more

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Asking for what he wants! (Requesting)

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More functional nouns and verbs to indicate what he wants

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To request objects, wants and needs

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Words to request: want, more, specific items

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noun + action verb to request (“mommy go”, “daddy up”)

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show more intention in communicating

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Identify common household items/things he frequently requests or likes

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what does he commonly request

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What are some things you struggle to understand from your child? What are his strengths?

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Identify his interests

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Following two step directions

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can say family member names, has family support/parents that are invested

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following instructions

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Relative receptive language strengths as compared to expressive

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Able to identify family

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Pragmatic skills are high

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he can follow simple instructions

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Greetings, seems like a gregarious child

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Devin will request items with gesture and word approximation at least 10 times in the home environment with minimal prompts and cues

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Devin will request for what he needs in the home setting using word combinations of 2 or more with minimal prompts/cues

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Devon will match an object to its function in the home setting with no cueing for three consecutive sessions.

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The client will use two word combinations in a therapy setting with minimal cues 80% of the time.

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Be able to make 2 word combinations to request objects in the home

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Work on recalling names of family members

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His family/being part of a community

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Communicating at work and with family

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Word/name recall and receptive language

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Communicating effectively with his family and at work

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Communicating with his brother about the company, effectively communicating with his wife, effectively communicating with the doctor

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Client will improve proficiency in constructing “wh” questions to improve functional communication in applied social situations

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Working on self-advoacy in doctor's appointments

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Recalling names and characteristics of family members

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improving his connection with people in work, social, and family settings

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communication needs - asking questions and explaining things

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Most important: communicating with family members about life and getting back to work (using work-related language)

Areas to address: expressive and receptive need to be addressed (family members names and word finding)

How to support: matching, sentence forming

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Creating wh questions

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Brining in pictures of family members, talking about them, what they enjoy and recalling conversations with them

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Work vocabulary, understand and use

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Body parts, understanding diagnosis

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Common phrases used with his wife

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Will effectively improve his work vocabulary across 3 consecutive sessions.

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diagnoses, symptoms

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will prepare for doctor's appointments by preparing list of diagnoses, meds, symptoms with moderate assist for 2-3 consecutive doctor's appts. 

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will prepare for doctor's appointments by preparing list of diagnoses, meds, symptoms with moderate assist for 2-3 consecutive doctor's appts. 

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Will name all his grandchildren using pictures given first sound of their name,  80% minimal assist.  

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Will name all his grandchildren using pictures given first sound of their name,  80% minimal assist.  

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Erin will correctly produce /air/ in final word position 7/10 times during conversational speech during 1 30 minute session with minimal prompting.

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Erin will improve her initial, medial, and final “ear” and “iar” “r” productions to 80% accuracy with moderate prompts and cues

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Erin will produce “air” in the initial position of multi-syllabic words with a model at 80% accuracy in the therapy room over 3 consecutive sessions.

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produce air initial in 1 -2 syllable words with clinician model 80% of trials. OTT across 3 consecutive

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Frank will produce /k/ in all word positions independently 80% of trials. Frank will produce /g/ in all word positions independently 80% and 80% of trials.

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Produce /k/ and /g/ independently in the medial position with 80% accuracy

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Produce /k/ or /g/ at sentence level independently

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Target responses to when and why questions.

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Charlotte will answer who or what questions in phrases or sentences

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continue working on goal 2, introduce when and why

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Move to more functional where questions (where do you go to school?). Continue with ‘who’ questions and increase complexity when 80% is met. (Who puts out fires?)

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Fade verbal and visual cues

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Client will complete “when” and “why” questions at 80% accuracy in 3 consecutive sessions

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Minimize cues/track number of cues

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reduce cues

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Increase cues or decrease complexity of task. May provide verbal cues instead of only the written words.

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increase cues for maria

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would occasional modelling help within the first trials?

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Verbal cues are already moderate - implement modeling

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Go back to word level and have Damion self-evaluate after each trial

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Transition back to word level and add visual and tactile cues

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offer scaffolding. with the assumption that he has shown mastery at the word level, it may be beneficial to break the phrase down and have him produce the term at word level before adding it to the phrase.