PW, a 9 year old male, was diagnosed with Pervasive Developmental Disorder (PDD) and apraxia. Currently, he is attending speech-language therapy at University Speech and Hearing Center (USPHC) since 2005. He receives speech language therapy, occupational therapy, and special education support at his elementary school. In addition, PW is receiving assistance for writing, reading, topic maintenance, improving speech language skills, treating emotional challenges, working and sharing with others, and enjoying leisure activities. His favorite activities are sports (especially baseball), Sponge Bob Squarepants, and playing with his brother and sisters. He is in a 4th grade regular elementary classroom setting where he enjoys math and science.
On October 3, 2006 the Structured Photographic Articulation Test-Dudsberry II (SPAT-D) phonological process inventory was completed and results reveal that PW has distortions with the following phonemes: /s/, /z/, /b/, /l/, /r/, /w/, /t/, /k/, /v/, /f/, voiced and voiceless “th”, “ch”, “sh”, r-colored vowels /o/, and other specific vowels and consonants. Pragmatic skills were also evaluated informally at this time and it was found that rate and intelligibility were observed with PW.
There are three long terms goals along with eight short term goals for therapeutic treatment. Long term goal 1 (LTG1) is to increase PW’s pragmatic skills. The short terms goals that will be used to achieve LTG1 are: 1) use proper turn taking skills during a 5 minute conversation with contextual and therapeutic cues, 2) maintain appropriate eye contact when engaging in a conversation with the clinician when given a verbal cue with a source of 3 in the rating scale during a 5 minute period, and 3) participate in structured activities, taking turns, answering questions, and asking questions with the clinician with 90% accuracy. Long term goal 2 (LTG2) is to decrease PW’s rate of speech to be understandable to both familiar and unfamiliar...