OLIVIA MUSTO
ASPIRING SPEECH-LANGUAGE PATHOLOGIST
OBJECTIVE 1 AND EVIDENCE
Objective 1:
Focus on one child and learn how to document what happens in his/her sessions and the progress he/she has made using Early Intervention Services Rendered forms.
Activities and Resources:
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Choose a child and develop an understanding of why he/she is receiving services
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Observe the speech-langauge pathologist with the child and take notes on her strategies
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Ask questions when necessary
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Reference the speech pathologist's previous notes when learning to write my own notes
Evidence:
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Include in my portfiolio the weekly forms I will fill out after meeting with the child during her at home individual therapy
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Include in my portfolio the weekly forms I will fill out for one of the eight children I see at the language group weekly.
EVIDENCE OVERVIEW
Early Intervention Language Group
In addition to attending at home, individual therapy sessions, my supervisor runs a language group in Westerly, RI. I attended this group every Thursday from 9-12pm. The group ran from 9:30-10:15 and took preparation beforehand and a lot of paperwork was done after the group attendants left. Group was run much like a preschool classroom, with a lot of structure and a schedule that the children would follow. The goal of the group was to improve the children's use of language and communication. The group consisted of 8 children who were each 2 years of age. An average group session started off with playtime where the children could play with different things including but not limited to cars, blocks, puzzles, and a kitchen. Next came circle time where an introductory song was sung naming all of the friends in the group. As the children got more comfortable, they would try and sing along to the song, do the hand motions, and find their picture on the choice wheel. During circle time songs were sung and stories were read. The next activity would include a sensory table where the children would either play with rice or play-doh or go outside. The language group would end with snack time.
I learned about the importance of this group and how it provoked the children's use of language. A main part of my responsibility as an intern during the language group each week was to check in with the parents and ask them if they had any questions or if anything new was going on. I also took notes throughout the session on each child and what words they may have said, things they played with, or ways they acted. These notes helped my supervisor, her co-worker, and myself write the progress notes for each of the children. As I became more comfortable at the group, I was given the opportunity to focus on one child each session and write up their note for that week.
Below you will see 6 weeks of notes that I wrote for one child after each of the language group meetings. Over the course of my time during this internship, I was able to see a great amount of progress in these children. For many of the children this was their first time interacting with others their age and being in a setting with scheduled play. The setting provoked their use of language and much progress was made.
By clicking on the images below you can view a larger version of my Rhode Island Early Intervention Services Rendered Forms for children attending group.
Early Intervention Home Services
In addition to the language group in Westerly, my supervisor services children individually at home. This was my main focus for the semester because I was able to choose one child to focus on. I named her "Jenna" in my forms for confidentiality purposes. We visited Jenna's home once a week for an hour for speech-language therapy. When we first met Jenna she was completely nonverbal. Over the course of the semester she has started to vocalize and imitate more. She has started to vocalize and point to things simultaneously to get her needs met, as well as imitate different sounds including a car sound and some animal sounds.
Each week following Jenna's therapy session I filled out my own Services Rendered Form. Learning through example, I reviewed old forms my supervisor had written to help me in developing my own notes. Jenna's sessions included playing with multiple different activities including: play-doh, stacking cups, a toy barn with animals and a tractor, puzzles, as well as a toy bank. All of these toys and activities were used as a way to provoke her use of language. Jenna eventually started to imitate the animal sounds that the speech pathologist and I used when playing with the barn with her. She also developed an understanding that her use of vocalizations will help her in getting her needs met. When she wanted another block or cup to stack, she would point and vocalize. After every one of Jenna's vocalizations or approximations the clinician or I would say the intended word (ex: cow, moo, more, etc) and praise her for using her voice/words. Jenna was also the child that I used my therapy material with which you will learn more about on the next page "Objective 2 and Evidence."
By clicking on the pictures below you will be able to access a larger version of the Services Rendered Forms I filled out after each therapy session with Jenna.
