CONFIDENTIAL

Rehabservices Philippines, Inc.

THERALINKS ASIA
1714 JR Borja Extension, Sta. Cecilia Subdivision,
Gusa, Cagayan de Oro City
Facebook Accnt: theralinksasia@ymail.com
Tel No. ( 08822 ) 714282/09285073860

“An individual’s therapy needs should never be compromised.”

SPEECH AND LANGUAGE INTERVENTION

Language Teacher Report
(November 12, 2020)

Name of Px: Nuh Mohammad Butt

Date of Birth: November 26, 2012
Age/Sex: 7/M
Diagnosis: Language Disorder, resolving
Speech Therapy: Once weekly, virtually

Nuh is a 7 year old boy who will be turning 8 this month, gauged to be functioning
with Moderate Speech Delays. He has been receiving services in Speech and
Language Stimulation until March 2020 at Theralinks Asia. Due to the current pandemic
situation and health protocols, his sessions were resumed online or virtually from May-
August 2020 in a once a week basis. His adaptation from physical to virtual classes
within the span of 4 months was deemed good. Since last observed in August 2020, he
could respond to questions and could communicate his wants/needs in a phrase or
sentence form. He could narrate events that happened given minimal cues to refine his
sentence. He had good attention span and attended to tasks during session. Overall, he
had a good working behavior.

RECEPTIVE LANGUAGE

· Had wider range of vocabularies since he could identify and name more nouns,
verbs, adjectives, places in the community, community workers,
feelings/emotions and categories.
· Could associate object-object (example: shoes-socks), object-function
(example: book-reading), object-location (example: stove-kitchen), location-
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function (example: supermarket-buy grocery), person-location (example:

teacher-school), person-function (example: chef-cooks food).
· Could determine and name items that belong in a category (example: t-shirt,
jacket, socks – clothes) and could categorize items accordingly.
· Could comprehend and answer various “Yes/No” questions spontaneously.
· Could comprehend and answer various “WH” questions. He was given minimal
to moderate verbal cues to refine his sentence. Answering “Why” questions
regarding inferencing (“Why do you go to the hospital?” – because I’m sick,
“Why do you ride a taxi?” – because I will go to the mall) was emerging, he was
given minimal cues and prompts to answer and to refine his sentence. He uses
the conjunction “because” upon answering “why” questions spontaneously.
· Answering mixed “WH” questions were emerging, he was given moderate to
maximal cues and prompts (e.g., “Where do you eat?” – in the restaurant, “Who
cooks in the restaurant?” – the chef, “Why do you go to the restaurant?” –
because I’m hungry/ because I want to eat).

EXPRESSIVE LANGUAGE

· Responded to greetings and personal information questions (e.g., name,

birthday, address, family members) spontaneously.
· Could respond when asked about the date (time concepts: today, yesterday,
and tomorrow) spontaneously (Ex: Today is Wednesday, August 19, 2020).
· Asking questions was observed (Ex: “Teacher Marie, what’s this?”) and was
given minimal to moderate cues and prompts.
· Could recall events that happened recently and could narrate it in a
phrase/sentence form. (Example: “What did you do today?” – I play the piano).
He was given minimal to moderate cues and prompts to expand his utterances
into sentence form and refine his sentence.
· Sequencing of events was given minimal to moderate cues and prompts.
· Could answer confrontational questions such as “What did you eat for lunch?”,
“Where is lolo?” “What is Yusha doing?” given minimal cues and prompts to
refine his sentence and expand his utterances.

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· Could describe pictures using adjectives (e.g., “The baby is sad”, “The pencil is
broken”, “The room is dark.”) given minimal cues and prompts.
· He has shown improvement in answering “WH” questions since he could
answer mixed WH questions. However, he sometimes answered with other WH
questions by starting with the conjunction “because” (e.g., “Who is riding the
bike?” – he answers /because I will ride a bike/). He was given minimal to
moderate cues and prompts.
· The use of time concepts “this morning”, “later”, and “today” in a sentence was
given minimal-moderate cues and prompts.
· Incorporating spatial concepts and prepositions in his responses or sentences
was modelled and was given moderate cues and prompts.
· Could narrate what was happening at the moment in a phrase or sentence form
(Ex: “Teacher Marie, the internet connection is unstable”, “For a while, teacher
Marie”).
· Simple Problem-Solving concepts and inferencing were present and were
emerging. He was given verbal cues to refine sentences.
· Production of grammatically correct sentence was not yet mastered and was
given cues and prompts by modelling the sentence

Intervention should focus on the following:

· Less familiar words and abstract words (e.g., nervous, glad, etc.)

· Describing pictures

· Spatial Concepts

· Prepositions

· Integrative Thinking Skills

· Refinements of answering “WH” questions

· Problem Solving

· Inferential Reasoning

· Expansion of utterances and responses

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· Narrating events that are happening and that happened in complete sentences

· Asking questions (e.g., what, who, where, why, when, etc.)

· Production of grammatically correct sentence / Syntax and Grammar

· Use language for a variety of purpose

Prepared by:

MARIDEL R. MUGOT, MATSPED

Language Teacher

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