Managing the language and learning needs of the communication-impaired preschool child. A proactive approach.
If a proactive approach to assessment and intervention had been used in the case study presented at the beginning of this article, the following might have occurred: The SLP would have asked the parents and brother of the 3 1/2-year-old child referred for a communication evaluation to participate in the assessment activities. The parents would have been asked to prioritize their expectations for their daughter's communication, behavior, and school success. They would have been told the SLP would do the same based on her knowledge of performance expectations in these areas for a 3 1/2-year old. Both the parents and the SLP would have agreed to consider describing the child's communication, behavior, and potential for school success in more than a single setting or context. The child would have been seen in her home as well as in a preschool setting. The clinician would have observed the child's play with both familiar and unfamiliar children and adults. The parents would have kept a log of their child's communication successes and failures for one week. The clinician would have used those situations the parents identified as successful and unsuccessful to specify the child's strengths and weaknesses. The parents would have been asked to write down ideas they had on the type of intervention, if any, they felt their daughter needed to meet the expectations they set. The clinician would do the same and would have consulted with an educational specialist and a psychologist to obtain their perspective on the educational and cognitive needs of a preschooler. The speech-language pathologist would have asked other professionals to assist in assessment of this child. The psychologist would have completed some testing in the home with the SLP providing help in interpreting the child's responses. The educational specialist would have invited the SLP to observe the child in a diagnostic preschool setting to assess the child's ability to understand and communicate in an unfamiliar environment with peers. The team, including the parents, the SLP, psychologist, and educational specialist would have met to share the information they had gathered about the child's communication, behavior, and potential for success in school. The SLP would have acted as a case manager and listed the strengths and weaknesses each participant identified for the child. When the list was complete, the SLP would have presented consistent areas of strength and weakness reported across contexts. The team members would have developed statements of their performance expectations for the child.(ABSTRACT TRUNCATED AT 400 WORDS)
Prelock
P A
PA
University of Cincinnati, OH.
D002663:Child Language; D002675:Child, Preschool; D003147:Communication Disorders / Q000150:complications / Q000175:diagnosis / Q000628:therapy*; D002658:Developmental Disabilities / Q000150:complications; D005260:Female; D006801:Humans; D007808:Language Therapy; D007858:Learning; D013065:Speech Intelligibility; D013068:Speech Production Measurement; D013070:Speech Therapy; D014705:Verbal Behavior