#117 You are working with a child with a severe phonological…

#117 You are working with a child with a severe phonological disorder, with significantly decreased intelligibility.  You and the parents are very concerned that this child is so difficult to understand. You start working to establish the child’s ability to produce syllable productions.  This is one of your primary targets.  You work on targets for two sessions, your goal is not mastery but improvement in the skill and increased intelligibility. You are using the following intervention.

#103 A sixth-grade student struggles with narrative comprehe…

#103 A sixth-grade student struggles with narrative comprehension.  Additionally, when you collect writing samples, you notice that the child demonstrates poor writing skills for his age.  His sentences are short and simple.  His writing lacks the use of adverbial clauses.  In fact, he uses few, if any, complex clauses.   To address these needs, you…

#74 You are evaluating a 1st grader, Harry, who just moved t…

#74 You are evaluating a 1st grader, Harry, who just moved to your school from another district where he received speech and language services.  Reviewing information from his past therapist, you read that Harry has a difficult time changing his communication style to meet the needs of the situation, has few friends, is reading at a late kindergarten level, and has been working on correct uses of word endings in comparatives and superlatives.  Additionally, the therapist reported that she has concerns that he may have Asperger’s syndrome and that she suggested additional testing when he arrives at his new school.  From this information, you decide that you to do a full evaluation and that you want to pay close attention to the following areas: