Language Therapy Case Report
Language Therapy Case Report
Language Therapy Case Report
Presented by:
PROMOTION 2010
Language is the content of what is spoken, written, read or understood. Language can
also be transmitted through gestures, as in the case of body language or sign
language.
1.1.1.1.2.Language areas:
It is classified into two areas: receptive and expressive.
The ability to understand another person's speech or gestures is called receptive
language .
The ability to create a spoken message that others can understand is called
expressive language.
( Patricia McAller Hamaguchi)
It is important to describe some indicators of each of them that allow us to know the
degree of mastery that children have in these areas. (Philip S. Go ahead)
Receptive Language
It allows you to understand language and acquire the meaning of words, that is, what
the child stores, and forms the basis for the development of semantics in oral
language.
They are indicators of receptive language:
Perception and auditory discrimination of words, phrases and sentences.
auditory memory
Order Execution
Following instructions
Understands the meaning of the language he hears and his responses are
appropriate.
Expressive Language
Expressive language is what allows the child to express himself through gestures,
signs or words.
Verbal expressive language is determined by the following indicators:
Adequate and precise vocabulary
Combining words into phrases and sentences
Grammatical construction of sentences
Logical and sequential ordering of language.
Avoid unnecessary repetition of phonemes, words and/or ideas
The vast majority of authors, when referring to the stages of language development,
agree that there are two major stages: a prelinguistic level and a linguistic level.
10 – 12th
9 – 10th month
month
4 years 56 years
3 – 3.6 years
Acquisition of the sounds “m”, Use of synonyms Increase in words Establish long
“n”, ñ, p, t, k, b, j, l, g, f, s, ch. and antonyms. belonging to the conversations.
Acquisition of decreasing Use of the adverb of categories: Maintains a topic of
diphthongs:ai, ei, oi, au, eu. place “here” in their nouns, verbs, conversation with
Example: air, car. statements. adjectives and more than 4
Pronunciation of the groups CV Use of determinants adverbs. exchanges.
+ m,n. Example: ”the”, “my”, and Establishment of Expresses a wish or
change, drum, sing, handle, etc. “that” in their relationships event, describes an
Pronunciation of the groups V + statements. between the experience or explains
m/n. Example: both, before, etc. Use of simple meanings of fictitious events to the
sentences with SVO words, giving rise interlocutor.
structures. to the Create narratives in a
Elaboration of phenomena of coherent way.
sentence collections synonymy and
using the antonymy.
conjunction “and” They have a
(mom dances and productive
dad dances). vocabulary of
Correct use of about 1000
plurals in personal words.
pronouns “us and
us”.
Emission of
sentences joined by
conjunctions: “and”,
“but”, or “why”.
Use of the
prepositions “for”,
“with” and “for” in
their sentences.
Emission of oral
expressions of four
elements.
Correct use of
verbal inflections of
gender, number,
time or person.
4.1 to 5 years
Levels disorders
It refers to a concept whose borders are quite imprecise and about which there
is little consensus among the authors. For some, it is a delay in the appearance
of the levels or components of language, which mainly affects expression and
which cannot be explained by intellectual, sensory, or behavioral deficits. The
mechanisms and evolutionary stages of normal development are theoretically
respected, but with a chronological lag. (Juarez and Monfort, 1992).
A child with mild language delay, without obvious pathological cause, presents
a gap in the acquisition and development of language with respect to other
children of the same chronological age.
The child communicates verbally with the environment, but shows
comprehension and oral expression below the “normal” level. The difficulties
are greater in expression than in understanding.
The first words appear after two years, instead of 12-18 months, first
combinations of two or three words at three years instead of two.
At the phonological level, the child has a tendency to reduce the adult
consonant system to a simpler one, which avoids the production of a smaller
number of consonants. It does this through omissions (generally /rr/) and
substitutions of some phonemes for others (/s/ for /t/ and /r/ for /d/), even if it is
capable of emitting them, and also through some assimilations.
At a semantic level, the child uses a reduced, approximate vocabulary (lexical
poverty), limited to less than 200 words expressed at 3 and a half years old, but
the language used is intelligible.
At a morphosyntactic level, it omits articles and possession markers, the use of
pronouns, especially the personal pronoun “I”, appears around the age of 4
(when it is appropriate at 3 years). The child's language is telegraphic (loaded
with agrammatisms), lasting beyond the age of 4 (when the normal range is
between 15 and 18 months). It uses simple sentences, filling in the empty
spaces with indecipherable sounds, giving the sensation of long sentences. At
4-5 years old he still does not make complex sentences. He uses few plurals
and uses poorly structured phrases syntactically, without respecting the order.
Talk about him in the third person.
They usually compensate for their expression deficits with excessive
gesticulation. This makes them well understood by their environment and in turn
causes a reinforcement of gestural expression to the detriment of oral language.
This mode of expression considered normal at a certain age is considered
pathological when it remains in the child beyond 4 years of age.
Children with simple delay have difficulty understanding spatial concepts (left,
right, up, down, first, last, etc.), temporal concepts (yesterday, today, tomorrow,
day, night, etc.).
He also has difficulty repeating phrases and words. Above all, it appears
incapable of repeating linguistic structures that it has not yet integrated.
Repetition of phrases, words or logos is very difficult for him.
Significant improvement is observed with age, even without therapeutic
intervention, with complete resolution of the disorder before 6 and 7 years of
age.
The prognosis is usually favorable in most cases. What distinguishes mild delay
from other more severe levels is that, generally, the child with simple delay
evolves towards “normal” language. Sometimes, this does not happen and is
further aggravated due to the child's limitations in grasping language adequately
at school, leading to difficulties in later learning (dyslexia and dysorthography).
Many authors have made a classification of this disorder. One of the interesting
ones is that of Rapin and Allen (1991) who propose 6 descriptive categories
applicable to the language of a dysphasic subject. The same subject,
throughout its evolution, can move from one category to another.
1. Verbal dyspraxia
Normal or almost normal understanding.
Affected articulation, difficulties in organizing the sequence of sounds. His
statements are limited to one or two words, hardly intelligible.
In severe cases, very limited spontaneous speech and even absence of
speech.
Language impairment caused by brain injury, after the individual has acquired
language. There are different types depending on where the injury is located.
Severe difficulty in the normal acquisition and elaboration of language. It can be
congenital or acquired. Recovery depends on the patient's age and the severity
of the injury.
Children have their phonological patterns reduced almost to a minimum and
multiple dyslalia occurs. The area of meaning is small in quantity and quality. Its
syntax resembles that of very primitive stages (holophrase, telegraphic speech).
In pragmatics, a self-centered conversation is perceived. In these children, it is
necessary to make a differential diagnosis regarding mild intellectual delay,
inattention syndrome and, above all, dysphasia or SLI.
The child with severe delay at the age of 5 has not acquired any type of
language or the acquisition is minimal (they only say a few words). As in the
previous cases, the child does not present cognitive or auditory deficits. You
can find children whose verbal comprehension is practically zero (appearing
deaf due to the indifference they show to the human voice), and, on the other
hand, others can have almost normal comprehension.
1.1.2.1.2.Causes:
Most authors agree on the fact that a single cause of language delays cannot
be established, but rather an accumulation of multiple factors.
Some research (Debray, 1978; Aimard, 1972; etc.) indicates the existence of a
genetic factor in language delays (family history with linguistic alterations in the
organization of language, in lateralization, orientation, notions of space and
time, psychomotor skills, etc.)
1.1.2.1.3.Evaluation:
As you can see, there are several subtypes of SLI, depending on the linguistic
component affected. Therefore, it is important to carry out a thorough
evaluation of the language, both from the expressive and comprehensive
aspects and at all levels: phonology, semantics, pragmatics and morphosyntax.
There are numerous tests on the market to evaluate language, both in general
and in one of the components. But this type of evaluation cannot always be
carried out (it will depend on the child's linguistic level), so it is advisable to
carry out an analysis of a sample of spontaneous language. On the other hand,
it is necessary to evaluate not only the linguistic component but also cognition,
hearing...in short, it is essential to evaluate those components that serve to rule
out SLI (Leonard criteria).
will depend on the identified SLI subtype. One of the most important aspects to
take into account in speech therapy rehabilitation is to know which language
components are most altered and those that are best preserved to build an
individual model of representation of the communicative and linguistic
functioning of each subject. There are functional stimulation strategies ,
which correspond to what has been called "natural methods", where the aim is
to facilitate the child's access to language through privileged communication
situations, in which he can clearly receive the elements linguistic difficulties that
his difficulty does not allow him to extract from the "chaos" that for him
represents the normal stimulation of his environment. They are based on the
stability and high frequency of linguistic models, achieved thanks to the close
control of the material and the situations used, both in re-education sessions
and in the family environment. Restructuring strategies can also be used,
where these programs aim to build or "reconstruct" the bases of language
acquisition and its first stages through an organized symptomatological
approach that provides the child with facilitation systems. They include activities
to develop auditory discrimination, activities for attention control and
psychomotor development, activities for the development of certain mental
functions, such as immediate memory, sequencing of chained actions or
background-form perception, and linguistic activities. Another type of strategy is
alternative communication. Alternative and augmentative communication
systems are giving good results and are usually used when other types of
strategies fail. The choice of system must be adjusted to the specific case of
each child. Whatever the orientation chosen, it is necessary to respect a series
of principles: maintain a slow pace in the presentation of the stimuli. Maximum
clarity must be sought in the contextual presentation of lexical and syntactic
units. It is necessary to reduce the reasons for dispersion of attention as much
as possible. Another principle is that any language work must start from
communication and include the possibility of integrating any initiative of the
child. It is important to take advantage of all sensory pathways. It is necessary
to carry out specific work on auditory perception and of course, as in any
speech therapy intervention, the family must be integrated into the child's
educational process.
Intervention Levels:
Phonological : Prerequisites (attention, perception and auditory discrimination.
Tone, coordination and motor execution of the orofacial structures. Phono-
respiratory coordination...). Phonetic production. Phonetic
integration/phonological programming.
Morphology : Gender and number, adjectives, regular and irregular verbal
forms, participles, comparatives and superlatives, nouns and derived adjectives,
personal pronouns depending on subject and object, reflexives and
possessives, prepositions and conjunctions.
Syntax : Simple sentences increasing their complexity, negative sentences,
passive voice, interrogative sentences, coordinated, subordinate, comparative...
Semantics: Acquisition based on functionality criteria: semantic families.
Synonymy and antonymy. Associations and series.
According to Pilar Pascual García Dyslalias are alterations in the articulation of one
or some phonemes, either due to the absence or alteration of some specific speech
sounds or due to the substitution of these for others, inappropriately, in people who
do not show pathologies of the central nervous system. , nor in the phonoarticulatory
organs at an anatomical level.
There are many classifications of dyslalias, we have followed the etiological one
of PASCUAL (1988).
They tend to cause some anxiety in some parents who believe they see in them a
symptom of delay and they should be advised to speak clearly to their child,
abandoning the persistent patterns of child language. The best intervention is to
convince the family to stop these bad habits.
b) Audiogenic dyslalia : Its cause is a hearing deficiency. The boy or girl who
does not hear well does not articulate correctly, he or she will confuse
phonemes that offer some similarity by not having correct auditory
discrimination. These types of alterations are called audiogenic dyslalias. The
hearing impaired will present other language alterations, mainly voice, and the
study of their audiometry will give us guidelines on the possible adaptation of a
prosthesis. The intervention will basically be aimed at increasing your auditory
discrimination, improving your voice or correcting altered phonemes and
implanting non-existent ones.
If the brain's neural centers (CNS) are affected, they are called dysarthrias and are
part of the language disorders of those with motor disabilities.
d) Functional dyslalia:
Some authors mention that dyslalias, depending on the number of altered sounds, can
be:
Simple Dyslalia
They are mild delays in the development and maturation of speech due to an
insufficiently mature oral-speaking apparatus. It manifests itself as a difficulty in
correctly pronouncing some phonemes, leading to them being replaced by another or
altering the learning of reading and writing.
If the defect that manifests is the disorder of the pronunciation of the sounds of an
articulatory group (whistling or velars for example) it is a simple dyslalia.
Multiple dyslalia
If the defect spreads in two or more articulatory groups (rhotacism, sigmatism and
lambdacism) it is multiple dyslalia.
They are articulatory difficulties due to a disorder in the discrimination of sounds. There
may be several phonemes mispronounced.
In multiple dyslalias,
The language of a dyslalic child, if it is very affected as the difficulty extends to many
phonemes, can become unintelligible due to the continuous verbal distortions it uses.
The production of altered or substituted phonemes is relatively constant. The main
consequence of multiple dyslalias is the difficulty in learning to spell, since the sound
value of the spelling is not adequately discriminated, resulting in writing in the same
way as speaking.
Substitution
Articulation error in which one sound is replaced by another. The student
finds himself unable to pronounce a specific articulation, and instead,
utters another that is easier and more accessible. For example, say “can”
instead of “rat.”
This substitution error can also occur due to difficulty in auditory
perception or discrimination. In these cases, the child perceives the
phoneme, not correctly, but as he emits it when replaced by another. For
example, say “jueba” instead of “play.”
Distortion
We speak of distorted sound when it is given in an incorrect or deformed
way, being able to approximate more or less the corresponding
articulation. That is, when it is not a replacement, it does not emit the
sound correctly.
Distortions are usually very personal, making them very difficult to
transcribe into written language. They are generally due to an imperfect
position of the articulation organs, or to the inappropriate way of exit of
the speaking air. For example, say “thistle” instead of “cart.”
Distortion along with substitution are the most frequent errors.
omitted
The child omits the phoneme that he does not know how to
pronounce. Sometimes the omission affects only the consonant, for
example, it says “apato” instead of “shoe.” But the omission of the
complete syllable that contains said consonant also usually occurs, for
example, it says “lida” instead of “salida”. In symphonies or consonant
groups in which two consonants in a row must be articulated, such as
“bra,” “cla,” etc., the omission of the liquid consonant is very common
when there is difficulty in articulation.
Addition
It consists of inserting, next to the sound that you cannot articulate, another that
does not correspond to the word. For example, say “balanco” instead of
“blanco”, “teres” instead of “tres”.
Investment
It consists of changing the order of the sounds. For example, say “cocholate”
instead of “chocolate.”
There are also errors that occur due to modifications and alterations in the
articulation of phonemes. Among these errors we have:
* Rotacism: It is an error in the articulation of the phoneme /r/. This phoneme, due
to its delicate articulation mechanism, is the most difficult sound to pronounce,
which is why this type of error is quite common in children, who distort their
pronunciation due to trembling noises, crackling rubbing noises or, in their defect,
completely replacing it with another phoneme, giving rise in this case to
pararrotacism.
- Lack of control in fine motor skills. The articulation of language requires great
motor skill. Proof of this is that those phonemes that require greater control of
the articulatory organs, especially the tongue, are the last to appear (/l/, /r/ /r/
and symphonies).
- Deficit in auditory discrimination. The child does not correctly decode the
phonemic elements of his/her language and does not perceive phonological
differentiations such as voiceless/voiced, dental/velar, plosive/fricative, etc.,
producing errors in oral imitation.
- Perceptual errors and impossibility of imitating movements.
- Deficient linguistic stimulation. This explains the frequency of dyslalias in
children from deprived sociocultural environments, abandoned ones, in
situations of bilingualism, etc.
- Psychological: overprotection, trauma, etc., which cause childhood articulatory
models to persist.
- Intellectual deficiency. Dyslalias are an additional problem to the language
problems of the deficient boy or girl. Its correction must be considered in the
longer term, it is slower and will be conditioned by your auditory discrimination
capacity and your motor ability.
All the components were worked under the approach of multiple intelligences that I will
detail:
First, it broadens the scope of what intelligence is and recognizes what was intuitively
known: That academic brilliance is not everything. When it comes to getting ahead in
life, it is not enough to have a great academic record. There are people with great
intellectual capacity but incapable of, for example, choosing their friends well; On the
contrary, there are less brilliant people at school who succeed in the business world or
in their personal lives. Succeeding in business, or in sports, requires being intelligent,
but each field uses a different type of intelligence. Not better or worse, but different. In
other words, Einstein is neither more nor less intelligent than Michael Jordan, their
intelligence simply belongs to different fields.
Second, and no less important, Gardner defines intelligence as a capacity. Until very
recently, intelligence was considered something innate and immutable. You were born
intelligent or not, and education could not change that fact. So much so that in very
early times, mentally deficient people were not educated, because it was considered a
useless effort.
Intelligence types
a- Linguistic intelligence: the ability to use words effectively, whether
orally or in writing. This intelligence includes the ability to manipulate the
syntax or meanings of language or practical uses of language. Some
uses include rhetoric (using language to convince others to take a
certain course of action), mnemonics (using language to remember
information), explanation (using language to inform), and metalanguage
(using language to talk about language).
Body-kinetics Through somatic Dance, run, jump, build, Acting games, theater,
sensations touch, gesture movement, things to
build, sports and
physical games, tactile
experiences, direct
learning experiences,
etc.
All areas were worked on because there is a delay in the birth of all levels of language,
which mainly affects expression, although comprehension is less affected.
Simple language delay is a dysfunction that usually affects more than one of the levels
of language, with phonology and syntax being the most affected; these mainly affect
expression and in some, comprehension without the cause being due to a hearing
impairment or neurological disorder. This shows slow language development that does
not correspond to chronological age. It presents as an insufficiency of the linguistic
aspect at the expressive, comprehensive and articulatory level.
RSL uses a reduced vocabulary and truncated speech. He generally omits initial
syllables and usually has infantilized speech.
It is observed that:
At the phonological level, the child speaks like a baby.
At a semantic level, he has few words to communicate, only everyday things,
this prevents him from advancing in his knowledge.
At a morphosyntactic level, the sentences with which it is expressed are short.
At a pragmatic level, having little vocabulary does not allow him to express
himself freely, generally in short form, this influences the description of objects
and the development of thought.
CHAPTER II
METHODOLOGY
2.1. DIAGNOSIS
Simple delay in language development and simple dyslalia of the multiple vibrating “rr”
phoneme or rhotacism.
Orofacial Practices Examination: Measures the practices that the child can perform by
age (from 2 to 8 years old)
Joint Exam:
repeated language
Directed language (Melgar test) It is a language test aimed at children from three years
of age and allows us to know if the child has good articulation of phonemes, consonant
groups, and diphthongs in their different initial and middle positions. , final and inverse
in some cases. Likewise, it allows us to know whether or not these have appeared at
the age at which each one should appear.
It lets us know which phoneme the child has difficulty with and thus prepare a good
rehabilitation program.
Peabody
Evaluate the vocabulary level. Age of application: between 2.5 and 18 years. A
measure of general intelligence. This scale should be seen as an achievement test
since it demonstrates the extent of the subject's Spanish vocabulary acquisition. And
on the other hand, it can be conceived as a test to discern scholastic aptitude From 2
and a half to 18 years. Measures the individual's receptive or auditory vocabulary. It
suggests (verbal ability or intelligence) or as one among the elements of a global
battery of tests of cognitive processes. Although far from a perfect predictor, a
vocabulary test has been found to be the single best index of school success.
Expressive Language Test (Gardner): Which allows obtaining an estimate of the child's
expressive vocabulary of words.
Comprehensive Language Test (Gardner): Which allows obtaining an estimate of the
auditory vocabulary of individual words that the child has acquired.
2.1.3. Specialized Report:
GENERAL DATA
Surnames and names : Ccala Zuloaga, Tommy Bryan
Sex : Male
Age : 6 years 6 months
Birthdate : July 15, 2003
BEHAVIORAL OBSERVATIONS
The boy Tommy, 6 years and 6 months old, is a boy with dark skin, straight
black hair, he wears it very short, he is missing two teeth.
At first he seemed somewhat shy and quiet but then he began to let go and
express his feelings, needs and ideas.
Collaborated during the evaluations.
He appears neat and is punctual.
Likewise, it is observed that he presents eye contact and follows short
instructions of one statement, but not those of two or three, since it presents
difficulty.
RESULTS
In the lexical-semantic component :
He performed below his chronological age, in expressive vocabulary, with a
performance age of 4 years 2 months (lower), and in comprehensive vocabulary
with an age of 4 years 8 months on the Peabody test (moderately low) and a
age 5 years 5 months on Gardner test (below average)
He managed to identify the basic colors: “red”, “green”, “yellow”, “blue”;
recognized spatial notions: “in front”, “behind”, “to the side”. He verbalized the
opposite of “big,” “hot,” tomorrow,” “fast,” “thin,” failing at “hard.”
He orally expressed the solution to three basic needs (what do you do if you are
sleepy, hungry, cold, thirsty?) failing in the last one.
Only one category was distinguished: clothing, presenting difficulty in food, toys,
vehicles and furniture.
He pointed out some parts of the body such as: “elbow”, “knee”, “neck”, “foot”
failing in: “ankle” and “heel”.
He named the following verbs: “cut out”, “jump”, “paint”
Explain what they are used for: the eyes, mouth, ears and hands, failing the
nose.
He defined only three words out of six proposed for his age.
He identified three elements, proposed for his age, that do not belong to a given
category.
He had difficulty executing three simple commands in the indicated sequence.
He pointed out four objects that serve an indicated function, failing in one.
He does not know several expected words for his age and for younger ages.
CONCLUSIONS:
- In the orthophonic examination, it is observed that he has audible, nasal,
clavicular breathing.
He manages to suck, chews the bread with a little effort, clicking and with
his mouth closed.
He has already lost two teeth and one is decayed and stained, and he
has a short and thick lingual frenulum.
- In the pragmatic component, he is able to establish eye contact and
maintain a conversation, uses short sentences in a low voice and is not
able to describe or relate.
- In the lexical-semantic component he performed below his chronological
age. In expressive language with an age of 4 years 2 months (lower)
In comprehensive language, he reached an age of 4 years 8 months in
test (moderately low).
- In the morphosyntactic component there is difficulty in structuring
sentences.
- In the phonetic-phonological component, he is capable of emitting the
phonemes expected for his age except for the multiple vibrating
phoneme “rr”, since it distorts it, emitting a sound similar to the phoneme
“d”.
He carried out the proposed practices except: tongue up, tongue down,
Wide tongue, stuffed, rotating, showing teeth, blowing
sticking out lips, tongue over teeth, biting upper lip,
apex behind the upper incisor.
RECOMMENDATIONS:
To the kid
- It is recommended that the child begin language therapy in a sustained
and constant manner that affects the lexical-semantic components to
increase their level of comprehensive and expressive, morphosyntactic
and pragmatic vocabulary as well as the phonetic-phonological
component to acquire the correct production of the expected phonemes
for their age.
- Strengthen the stomatognathic functions that thus allow greater strength
in the phonoarticulatory apparatus: these are: chewing, swallowing,
sucking, breathing.
To the parents
- Increase your comprehensive vocabulary through activities of daily living,
completing small errands with one, two, and then three prompts at a
time.
- Narrate the activities that are carried out daily at home so that the child
increases his or her expressive and comprehensive vocabulary.
- Properly name objects that the child does not know.
- Exercise at home what you worked on in therapy.
………………………………………….
LEVEL
SEMANTICS
-Expressive x
Vocabulary
-Comprehensive x
Vocabulary x
-Categorizations
- Meaning of
phrases and x
sentences.
PHONETIC
PHONOLOGICA
L
Functional
Anatom. x
-Breathing x
-Blew it x
-Facial x x
Bucolinguo x
Praxias x
-Relaxation x
-Suction
-Chewing
-Swallowing
-Point and mode
PRAGMATIC
-Eye contact x
-Responses to
communicative x
exchanges
-Maintenance of a x
theme x
-Gest. Expression
Victoria Vizcarra 2010
x
Performance Profile after Evaluation
I. GENERAL DATA
Names and surnames : Tommy Bryan Ccala Zuloaga
Age : 6 years 6 months
Birthdate : July 15, 2003
School grade : 2nd grade of Primary
School : The proceres
Intervention period : From January 16 to
Intervention schedule : Tuesday from 4:00 to 4:40 and
4:50
to 5:30.
Saturdays from 11:00 to 11:45
II. COMPETENCE
Communicates their needs, interests and feelings using oral language,
facilitating an adequate establishment of interpersonal relationships.
AREA SUB-AREA
Phonological phonetic:
Auditive discrimination
Point and mode of articulation.
Pragmatics:
Conversational resources
Ability to inform, describe, narrate.
Semantic lexicon
Expressive vocabulary
Comprehensive vocabulary
Categorizations.
Morphosyntactic:
Sentence construction
Sentence Structuring
Construction of discourse.
I. GENERAL DATA:
Surnames and names : Ccala Zuloaga Tommy Bryan
Sex : Male
Age : 6 years 6 months
Birthdate : July 15, 2003
Scholarship : Second grade of primary school
______________________________________________________________________
LANGUAGE
PHONETIC SEMANTIC SYNTACTIC PRAGMATIC
PHONOLOGICAL LEXICON MORPHO
IV. ACHIEVEMENTS
IV.1 Phonetic Phonological Area:
- He managed to perform most of the lingual practices.
- He learned the mechanics of breathing and blowing.
- The mechanics of sucking, chewing and swallowing were exercised and
matured.
- He exercised his auditory discrimination, managing to identify the sounds in
words while developing his attention and concentration.
- He learned the point and mode of articulation of the phoneme “rr” through
repetition.
V. DIFFICULTIES
V.1 Phonetic Phonological Area
-He was unable to blow above his lower lip.
-He was unable to produce the phoneme “rr” spontaneously.
VI. CONCLUSION:
During the intervention period, a great improvement was noted in the
phonetic-phonological area and in the lexical-semantic area, increasing their
expressive and comprehensive vocabulary. But the phonetic-phonological,
semantic, morphosyntactic and pragmatic components are still in process,
having achieved a progress of 60%.
VII. RECOMMENDATIONS:
To the kid:
- Continue with speech therapy in 45-minute sessions three times a week.
- Continue working on the phoneme “rr” in your spontaneous language as
well as reading stories and practicing answering questions about them.
To the parents
- Increase your comprehensive vocabulary through activities of daily living,
completing small errands with one, two, and then three prompts at a
time.
- Narrate the activities that are carried out daily at home so that the child
increases his or her expressive and comprehensive vocabulary.
- Properly name objects that the child does not know.
- Exercise at home what you worked on in therapy using the notebook as
a model.
- Use the strategies provided in the parent workshop.
To the teachers:
- Reinforce what has been learned through the use of multiple intelligences
in their school activities.
LEVEL
x x
SEMANTICS
-Expressive x x
Vocabulary
-Comprehensive
Vocabulary x x
-Categorizations x x
- Meaning of
phrases and x x
sentences.
PHONETIC
PHONOLOGICA
L
Functional
Anatom. x x
-Breathing x x
-Blew it
-Facial x x
Bucolinguo
Praxias x x
-Relaxation x x
-Suction x x
-Chewing x x
-Swallowing x x
-Point and mode
PRAGMATIC
-Eye contact xx
-Responses to
communicative x x
exchanges
-Maintenance of a xx
theme
-Gest. Expression x x
Victoria Vizcarra 2010
x
Performance Profile after Assessment
3.1. CONCLUSIONS
3.2. RECOMMENDATIONS
3.2 RECOMMENDATIONS
3.2.1 For the child:
o Continue with therapies.
o Evaluate it every six months to see if there are further improvements.
BIBLIOGRAPHY