A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition by Cyndi Stein-Rubin Renee Fabus & Renee Fabus

Author:Cyndi Stein-Rubin,Renee Fabus & Renee Fabus [STEIN-RUBIN, CYNDI]
Language: eng
Format: epub
ISBN: 9781630913731
Publisher: SLACK Incorporated

CASE HISTORY FOR A PRACTICE EXERCISE

In this section, a novel case history is presented. The reader’s task is to develop a speech-language evaluation protocol for the child described. Outline the formal and informal procedures that would be included in a comprehensive speech and language evaluation. Be sure to include the specific measures you would select and your rationales for choosing them. In addition, list concomitant areas for which the clinician should obtain further information.

M.G. is a 4;11-year-old boy who is enrolled in a regular pre-kindergarten class. He talks in complete sentences that are grammatically correct. On the basis of the results of previous psychological testing, M has intelligence in the normal range. Development milestones were achieved at the normal times, but M was characterized as “clumsy.” His parents were seeking a speech and language evaluation because of concerns regarding their son’s difficulty sustaining conversations at home and at school. Both parents reported that M often resorts to scripted speech that he has heard others use in previous conversations. The parents noted that they are able to understand M’s speech, but that sometimes he speaks in a “sing-song” voice that is too loud for the situation. They also reported that M is a picky eater who avoids foods with mushy textures such as pudding.

During a recent parent–teacher conference, M’s teacher told the parents about their son’s difficulties in making friends at school. The teacher reported that, although M is interested in his classmates, he does not know how to interact or play with them. Specifically, the teacher reported that when M approaches other children, he does not take turns with them in play or conversation. The teacher noted that sometimes M monopolizes the conversation and will talk only about topics that interest him such as trains. At other times, M remains quiet and needs to be brought into the conversation by the teacher or another adult. The teacher further reported that MG sometimes tells jokes that do not make sense and will laugh. Furthermore, he does not seem to know when others are joking. In terms of comprehension, the teacher felt that M’s answers to questions were sometimes off target. The teacher further reported that M is beginning to decode written material, but it is not clear whether he understands what he is reading.

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