ࡱ> ` Xbjbj 1O>---8 .4>. 2N/N/d/d/d/d/d/d/$;h26d/d/2626d/d/Ð99926d/d/92699Ld/B/ `xG-6 Hِ0 4i7iLiLHd/109>223d/d/d/8dd/d/d/ 26262626'-- UNIVERSITY OF WASHINGTON Speech and Hearing Clinic Articulation and Language Unit Final Case Summary August 22, 2002 File #:000000June 25, 2002 August 22, 2002Name:JAMES, Theo16 individual sessions of 50 minutes each DOB:08/30/199XClinician:Student, B.S.Parents:JAMES, Deborah and EricSupervisor:Supervisor, M.S., CCC-SLPAddress:XXX NE 45th StreetDisposition:Continue TherapySeattle, WA 98XXXPhone:(206) XXX-XXXX BACKGROUND Identifying Information Theo James, currently age 10;0 years, was seen for his third quarter of treatment at the University of Washington Speech and Hearing Clinic (UWSHC) due to concerns regarding his poor intelligibility, quiet voice, and inadequate communication skills with his peers secondary to a diagnosis of Asperger syndrome. Brief History Update A complete history is available in previous assessment reports. Theo has just completed third grade at Highland Elementary School in Seattle, where he was placed in a regular classroom. An IEP was in place this past year and will continue into the next school year. The IEP includes speech-language therapy for forty minutes each week with a focus on articulation. Current Treatment Program Theo began speech-language therapy at the UWSHC in autumn of 2001. At that time, his parents primary concerns were regarding social communication. An assessment by his clinician confirmed these concerns and a social communication therapy plan was implemented. Treatment goals included improving topic initiation, initiation strategies, and the ability to identify facial expressions. Treatment criteria were reached on all objectives except the last because of the late implementation of that objective. Treatment continued during Winter Quarter 2002. Because social interaction with peers continued to be problematic, objectives included enhancing Theos ability to organize and deliver a message; to introduce, maintain, and end a topic; and to utilize pragmatic skills (watching and listening to his communication partner, sitting still, and speaking at a medium volume.) With the goal of generalizing these skills, all criteria included Theo speaking with an unfamiliar communication partner. Significant progress was made on the goals set for winter quarter, although Theo had difficulty generalizing his new skills to unfamiliar partners. At the end of the quarter it was recommended that Theo continue with services at the UWSHC, as well as enroll in speech-language therapy in a group setting to improve his social communication skills with peers. Due to lack of availability of clinicians at this clinic during Spring Quarter, Theo did not return for speech-language treatment until the current quarter. Theo is also concurrently being seen by private speech-language pathologist, Richard Rush, M.S., CCC-SLP. Mr. Rush has expressed concerns that during a recent month-long break from treatment, Theo did not maintain many of the skills he had learned in therapy. The focus of Mr. Rushs treatment includes: (1) Improving his low intelligibility by addressing his rapid rate of speech, low volume, and imprecise articulation; and (2) Addressing his pragmatic issues by improving eye contact and conversational skills. The assessment and treatment program that follows focuses on his pragmatic skills including conversational strategies for initiating and maintaining conversation. SUMMER QUARTER 200X ASSESSMENT Hearing On June 25, 2002, Theo passed a hearing screening (20 dB at 500, 1000, 4000, 8000 Hz). Receptive Language Previous testing has indicated within normal limits performance for language comprehension. During the current assessment, Theo was observed to easily answer a variety of age-appropriate wh- questions and follow multi-step directions. There were no concerns regarding language comprehension. Expressive Language Test of Problem Solving SubtestStandard Score*This assessed clients ability to:InterpretationTotal Test Score47use language to solve problems based on a picture and question formatWithin normal limits* average = 45 55 The tasks assessed in the test included the ability to explain inferences, determine causes of events, respond to negative why questions, determine solutions, and avoid problems. Like the total test score, all subtest scores were within one standard deviation of the mean. According to these results, Theos ability to problem-solve appears to be within normal limits. Form/Content/Use A story-retelling task (Frog Goes to Dinner) was used to assess Theos ability to listen to a story, and then retell it to a listener who is unfamiliar with it. While Theos expressive language appeared to be within grossly normal limits during the task, 59% of his utterances included part-word, full-word, and phrase repetitions or revisions. These dysfluencies were judged a result of a difficulty with organizing linguistic output during connected speech. Theos ability to introduce, organize and maintain a topic, and engage in reciprocal conversation, was assessed during conversations regarding topics of interest to him, such as his new science kit, Star Wars, and his pet cats. During the evaluation, Theo demonstrated the ability to introduce and maintain a topic. He appeared to find it difficult, however, to organize a topic and engage in reciprocal conversation. Once started on a topic, he often continued to talk without checking in with the listener. His explanations were often incomplete and confusing due to problems with taking into account the listeners needs. Low volume of speech and a high rate of dysfluency (primarily whole word and phrase repetitions and revisions) exacerbated his incomprehensibility. The dysfluencies occurred in 42% of utterances and, as mentioned above, are judged a result of Theos difficulties in organizing topics during conversation. Theos ability to use previously taught pragmatic skills (watching and listening to his communication partner, sitting still, and speaking at a medium volume) was assessed during the same conversations described above. He was able to sit still and be attentive throughout the two evaluation sessions, although low volume was apparent during most of the sessions. Theo made an effort to make frequent eye contact during interactions with the clinician. It was noted, however, that when he made eye contact, it was usually done without turning his face directly toward the listener. As a result, he usually looked at his listener out of the corner of his eyes. Theos method of eye contact may well be distracting for listeners, especially his peers. His ability to detect and repair communicative breakdowns was assessed during a task in which he explained how to play games to the clinician. In 20/26 opportunities, he was able to effectively repair communicative breakdowns with revisions and elaborations when his listener asked him a specific question or questioningly repeated a word that he had said. When the listener signaled misunderstanding by saying Hmm? Theo revised his statement once, and did not respond in 4/5 opportunities. Both times that the clinician signaled misunderstanding with a quizzical facial expression, Theo made no response. Theo appears to have difficulty picking up subtle cues when a listener does not understand what he is saying. Speech/Articulation Theo presented with age-appropriate speech sound development; however, he often spoke with a low-volume, rapid rate and flat intonation. These factors decreased his intelligibility. Treatment Targets and Baseline Measures Baseline measures use a rating system of 1 (Poor); 2 (Fair); 3 (Good). See Behavioral Objectives for specific definitions of each rating. Reciprocal Conversation TargetBaseline 1Baseline 2Appropriately engage in conversation, 2 turns11 Repairing Communication Breakdowns TargetBaseline 1Baseline 2Recognize quizzical vocalizations (Hmm?) and facial expressions made by his listener11 Pragmatic Skills TargetBaseline 1Baseline 2Directly facing the conversational partner while making eye contact, listening to the partner, and speaking at a medium volume11 Social Scripts: Greetings TargetBaseline 1Baseline 2Appropriate social greeting script including three conversational turns consisting of comments or questions directed at listener11 MANAGEMENT The following program was established for therapy. Long Term Functional Goal: Theo will communicate effectively with unfamiliar adults and peers in a variety of contexts by speaking intelligibly, using appropriate eye contact, and demonstrating adequate conversational skills. Adequate conversational skills include introducing and maintaining a topic while responding to the needs of the listener for clear and concise information, and identifying and repairing communication breakdowns when they occur. Quarterly Behavioral Objective 1: Reciprocal Conversation Theo will receive a rating of 2 while engaging in a conversation over two conversational turns about a topic of his choice with an unfamiliar communication partner in the treatment room, in each of two consecutive sessions. Theo will demonstrate the ability to adhere to the following steps: (1) Respond to a comment with a related comment consisting of one to two sentences; (2) Ask a related question; and (3) Wait for a response. His ability to communicate reciprocally will be rated by the clinician using a three-point scale, as follows: 1 = Poor (during at least one conversational turn, may adhere to step #1 or step #2, but does not wait for a response.) 2 = Fair (during both conversational turns, adheres to step #1 or step #2, then waits for a response) 3 = Good (adheres to all appropriate steps during at least one conversational turn, but may only adhere to one step then wait for a response during the second conversational turn.) Procedure: Theo was introduced to a series of rules regarding reciprocal conversation (say 1-2 short sentences that relate to the topic at hand, then watch the listener to check for comprehension and wait for their response.) Conversations began with the clinician introducing a topic and Theo responding, first over one then two conversational turns. Subsequently, Theo introduced the topic in a similar activity. Finally, the clinician introduced the topic, with Theo responding with a comment then a question. The task was initially accompanied by visual and verbal prompts, fading to no prompts or cues. In order to promote generalization of the newly acquired skills, most sessions included practice with unfamiliar conversational partners as well. Progress: Objective met on August 15. Quarterly Behavioral Objective 2: Repairing Communication Breakdowns Theo will demonstrate the ability to recognize quizzical vocalizations (Hmm?) and facial expressions made by his listener while he is explaining how to play a game to an unfamiliar communication partner in the treatment room, with a verbal cue at the beginning of the task. Criteria will be 5/6 opportunities, equally distributed between vocalizations and facial expressions, in each of two sessions. Procedure: The clinician began working with Theo on this objective by having him practice recognizing cues of miscomprehension in a very structured situation (5-10 minutes long while Theo described a project or toy, with visual prompts and cues.) Once this step was mastered, Theo was asked to recognize communication breakdowns with unfamiliar conversational partners. Progress: Objective met on August 1st. At that time, prompts were faded so that Theo was asked at the beginning of the session to look and listen for signs of miscomprehension throughout the session, but no further prompt was given. Theos performance at this level varied greatly. Over the course of five sessions, his performance ranged from 100% to 0%. For the last two sessions Theo was given a reminder at the beginning of the task, and identified 83% of the communication breakdowns that occurred in each of the two sessions. Quarterly Behavioral Objective 3: Pragmatic Skills Theo will achieve a rating of 2 while engaging in conversations with unfamiliar communication partners in the treatment room using previously taught pragmatic skills over two consecutive sessions. These skills will include directly facing the conversational partner while making eye contact, listening to the partner, and speaking at a medium volume. The clinician will rate his performance using the following three-point scale: 1 = Poor (does not use appropriate eye contact, listen to his communication partner, nor speak at a medium volume.) 2 = Fair (uses appropriate eye contact, listens to his communication partner, and may at times use low volume levels.) 3 = Good (adheres to all appropriate pragmatic skills.) Procedure: Using a self-monitoring chart (see Appendix A,) both the clinician and Theo rated his pragmatic skills for the minute preceding the rating activity while they were engaged in a conversational task. Initially, self-monitoring took place for a five-minute period of time at the beginning of the session. Subsequently, self-monitoring was interspersed throughout the session, both while Theo was working directly with the clinician and when he was engaged in conversational tasks with unfamiliar partners. Progress: On August 15th, Theo met the objective of receiving a rating of 2 during conversations with unfamiliar partners with a visual prompt and verbal cue at the beginning of the task, but has not yet reached the criteria set for completing the task without prompts or cues. It appears that regularly establishing eye contact that is direct is most challenging for Theo. Quarterly Behavioral Objective 4: Social Scripts: Greetings Theo will achieve a rating of 2 while using a social script developed by himself and the clinician when meeting unfamiliar conversational partners in the clinic waiting room. The script will include three conversational turns consisting of comments or questions directed at the partner. The clinician will rate his performance using the following three-point scale: 1 = Poor (does not adhere to the social script.) 2 = Fair (completes one to two conversational turns of the social script.) 3 = Good (completes all three conversational turns of the social script.) Procedure: The clinician and Theo developed social greeting scripts to be used when meeting both new and familiar people (see Appendix B.) The scripts were first practiced with the clinician in role-play situations, then with other familiar and unfamiliar conversational partners both in the therapy room and in other parts of the clinic. Cues and prompts were gradually faded. Progress: This objective was not met. Theo is able to follow a social greetings script in the therapy room with both the clinician and unfamiliar conversational partners, but continues to have difficulty using the script in the clinic waiting room when he is not prompted. SUMMARY AND IMPRESSIONS Theo James, 10;0, attended his third quarter of treatment at the UWSHC for a social-communication disorder secondary to a diagnosis of Asperger syndrome. He has worked diligently during the therapy sessions this quarter. He has made gains in all of the individual objectives that were developed for him at the beginning of the quarter. Within the structured therapy context, with familiar and unfamiliar partners, he is able to engage in reciprocal conversation of at least 2 conversational turns. With reminders, he is able to check in with his listener to read their vocal or facial expressions to determine if he needs to repair a communication break down. His ability to use pragmatic skills including directly facing the conversational partner while making eye contact, listening to his partner, and speaking at a medium volume is emerging, but he requires prompts to remember to use his skills. His ability to appropriately greet an unfamiliar partner using a script is also emerging in structured, familiar settings, but has not generalized to novel settings. Incorporating all of the objectives in a more naturalistic communicative context (for example, without prompts, with other conversational partners, or outside of the therapy room) continues to be difficult for Theo. This finding indicates that a group treatment approach in which Theo can practice his newly obtained skills with peers may ultimately best suit his needs. RECOMMENDATIONS It is recommended that Theo continue individual speech-language therapy at the University of Washington Speech and Hearing Clinic for an additional quarter. It is recommended that goals focus on completing the objectives outlined above, as well as working on Theos presupposition skills. It is recommended that Theo enroll in a social skills group with peers of his age, so that he can work towards generalizing the skills that he has learned during his speech-language therapy sessions this summer. It is suggested that the Jamess confer with Richard Rush regarding any information he may have about social skills groups. The following referrals may also provide appropriate services for Theo: Experimental Education Unit The Language & Learning Clinic University of Washington 9100 5th Ave. NE Karen Leen Seattle, WA 98115 (206) 543-4255 (206) 526-2662 It is recommended that Mr. and Mrs. James continue to encourage Theo to use his social communication skills at home (see Appendix C for a list of suggestions.) _______________________ ________________________ Student, B.S. Supervisor, M.S., CCC-SLP Graduate Clinician Clinical Supervisor Cc: Deborah and Eric James XXX NE 45th Street Seattle, WA 98XXX APPENDIX A: Self-Monitoring Sheet  LISTEN   LOOK DIRECTLY   SPEAK: NOT TOO LOUDLY OR TO QUIETLY APPENDIX B: Greetings Scripts WHEN I MEET SOMEONE NEW: I will try to say, HI or HELLO! I will then try to tell them MY NAME and FIND OUT THEIR NAME. I will try to ASK THEM A QUESTION. I will try to LISTEN TO THEIR ANSWER AND RESPOND. Questions I could ask: If the person I am meeting is an adult I might ASD THEM WHAT THEIR JOB IS IN THIS BUILDING. Or I could say ITS NICE TO MEET YOU. If the person I am meeting is a child: Then I will try to say, WHAT WOULD YOU LIKE TO PLAY? or WOULD YOU LIKE TO PLAY WITH ME?  WHEN I MEET SOMEONE I HAVE ALREADY MET BEFORE, I will try to say: HI or HELLO with their name (if I remember it.) WHATS YOUR NAME AGAIN? I FORGOT IT. (if I cant remember their name.) OR I REMEMBER YOU, JUST NOT YOUR NAME. I might also say, DO YOU REMEMBER ME? I could ask a question also. WHEN I ENTER A ROOM OR APPROACH A GROUP OF PEOPLE, I WILL TRY TO: Look at them to see if I know anyone. Say hello to the people that I have met before. APPENDIX C Reciprocal Conversation, Repairing Communication Breakdowns, & Pragmatic Skills For five minutes daily, alternating between using topics of Theos and of the communication partners choice, Theo should practice speaking on a variety of topics over at least two conversational turns. Theo is to follow the conversational rules (say 1-2 short sentences that relate to the topic at hand, then watch the listener to check for comprehension and wait for their response) set forth during therapy. Speaking with a variety of conversational partners in a variety of contexts would be beneficial. Before these conversational interactions, Theo should be instructed to use his pragmatic skills (listen, look directly at his partner, and speak at a medium volume) and to make sure to check in frequently with his partner (by looking at him or her) to make sure that s/he understands what he is saying. After the five-minute interaction, Theo and his communication partner (or his parents) can each complete and compare the enclosed self-monitoring sheet (see Appendix A.) Greetings If Theo continues to not greet people appropriately, his parents can review the greeting scripts with him weekly. When the opportunities arise (but not more than once daily,) they should remind him to use his greeting script with either a familiar person or with someone that he has not yet met.     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