Indiana University of Pennsylvania

Speech, Language, and Hearing Clinic

Case Summary

Fall 2017

NAME: WJ BIRTHDAY:

ADDRESS: AGE: 5

CLINICIAN: Taylor Roggenbaum PARENT/GUARDIAN:

SUPERVISOR: Kacey Cowburn, M.S., CCC-SLP DIAGNOSIS:

BACKGROUND INFORMATION
WJ is a 5-year-old client who has been enrolled in the Book Talk Program at the Indiana
University of Pennsylvania (IUP) Speech, Language, and Hearing Clinic since Fall 2017. He enjoys
his home life, and frequently tells stories about his family. At home, WJ helps care for his little
sister who has special needs. His parents reported that WJ enjoys jujitsu, power rangers, and
dinosaurs, but does not like coloring, drawing, or naptime.

PROGRESS TOWARD GOALS

GOAL 1: WJ will demonstrate understanding of key story elements through activities that require
him to assess the setting, characters, feelings, and plot of a story, receiving moderate support
cueing from the clinician (80% cueing through activities).

STG 1: Client will chronologically sequence 6/6 events in a story correctly, using a graphic
organizer with no more than 4 prompts from the clinician.

Objective not met. Due to limited attention, the client had difficulty focusing on stories
that contained six events. Performance toward objective was also impeded by
occasional absences. Because the Book Talk Program is structured to include both
literature and informational texts, the clinician was unable to target sequencing across all
sessions. A more appropriate objective should target 4/4 sequential events when applied
to fictional stories. The clinician may increase the number of events in a sequence after
WJ demonstrates proficiency with 4/4 events.

STG 2: Client will answer questions about a story’s setting, plot, characters, etc. with no more
than 1 prompt per question from the clinician, 80% of the time.

Objective met. WJ answered questions about setting, plot, and characters at least 80%
of the time across three sessions (80%, 90%, 92%). WJ answered all questions
independently or with low support cueing (1 prompt).

1
CLINICAL IMPRESSIONS
WJ’s attendance was consistent throughout the first half of the semester. He was absent during
two sessions at the end of the program which impeded progress. WJ exhibited limited attention
to tasks across sessions. He benefited from implementation of the following behavior
management techniques: (1) allowing WJ to turn the pages of the book, (2) placing sticky notes
on various pages throughout the text to use as motivators, and (3) doing activities on the wall or
chalk board rather than on a piece of paper at the table. WJ benefited from activities that
allowed him to expend energy, and he enjoyed being in control of the materials presented
during therapy. Although WJ was enthusiastic about attending the Book Talk Program, he was
easily distracted by too many manipulatives in the room. Unsuccessful behavior management
techniques included the use of carpet squares, sticker/toy rewards, and letting him hold the
book during readings.

During his time at the Book Talk Program, WJ identified the cover, title, author, illustrator, and
first page of the story independently across multiple sessions. He was not able to read words
but was able to identify letters and write his name. He also used pictures to infer and
understand the theme and sequence of texts.

RECOMMENDATIONS
It is recommended that WJ continue to attend the Book Talk Program in half-hour increments,
two days per week. Longer sessions are not recommended for WJ due to his lack of
concentration on tasks for extended periods of time. WJ responded well to fictional stories and
questions but would lose focus with nonfiction text. Future therapy sessions should aim to
increase attention span with nonfiction text and test his ability to organize information
presented. Based on his print and book awareness, future goals may also target graphemic
awareness, writing skills, and word recognition. WJ enjoys taking control of book reading and
activities. Therefore, it may be beneficial to let him keep track of his own progress across future
sessions.

__________________________________________
Taylor Roggenbaum, Undergraduate Clinician

__________________________________________
Kacey Cowburn, M.S., CCC-SLP