Case Study 2
docx
keyboard_arrow_up
School
University of Pittsburgh *
*We aren’t endorsed by this school
Course
1021
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by JudgeNewtPerson1055
According to the case study of Johnathon detailed in the Singleton & Shuman (2020) text, the SLP may want to clarify a few items reported by his caretaker. Johnathon is said to be typically developing but the report notes that the examples used to determine comprehension of single words and semantic relationships are stereotypical. The clinician can supplement the information provided with additional tasks to determine comprehension of single words, semantic relationships, and syntax. For example, the clinician may use prompts like “kiss apple, hug book, throw car” to assess if the child comprehends the two-word phrase. Since these combinations are not stereotypical of what these items are used for, the clinician can determine if
the child truly understands what is being said. The clinician also explained more information on fast mapping is needed to determine if Johnathon is learning new words rapidly, as the parents suggest. Based on the information provided in the case study, it seems that Johnathon is typically
developing based on parent report, but there is not yet enough clinical / standardized data to fully
support this assessment. In Josephine’s case, she is said to be slightly exceeding peers her age in receptive language skills but requires intervention in expressive language skills. Josephine successfully completed tasks requiring responses to two-step commands when completing the RITLS. With this information the clinician can infer that Josephine has a good understanding of semantic relationships and syntax because she must understand word combinations and sentence structure to successfully complete these tasks. Additionally, the clinician can infer Josephine understands single words if she is able to complete tasks that require pointing to specific objects. Based on these results it will be important for the family to encourage Josephine to use her words when requesting items. The family can assist in intervention by labeling items that Josephine is reaching for and attempting to have her repeat the word giving her the object.
A main concern for Robert would be the lack of definitive hearing reports. If Robert is having trouble hearing, he may not be able to decipher between phonemes and have trouble understanding single words. If this is the case, his understanding of semantic relationships and syntax will be impacted as well. The first intervention Robert should receive is a hearing test to confirm if there is a deficit and if intervention is needed. According to the standardized testing in
this case, the test completed by the parent (CDI), provides a much higher score than the test supplemented by the clinician (RITLS). It is clear the caretaker has overestimated Robert’s abilities and has probably adapted to his unique form of communication, not realizing he is so far
behind. Robert scored close to typical development of a one-year-old on the RITLS. The clinician can use this information to infer Robert may have some understanding of single words but does not yet grasp the concept of semantics and syntax. Robert will need intervention focused on using single words and labeling before moving on to semantic relationships and syntax.
References
Singleton, N., & Shulman, B. (2020). (Ed.s). (3rd ed.). Language development: Foundations, processes,and clinical applications. Burlington, MA: Jones & Bartlett Learning. ISBN: 978-1-28412961-8
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help