School-age Speech and Language Center

1. School-age Speech and Language Center October 9th 2018: Tuesday Group Meeting

2. Client-Based Discussion Regarding LTGs, STOs, and Framing Your ITP

3. Assigned Clients to Be Discussed During Targeted Client-Based Discussions • Shaundra: ROMA • Camille: HUEM • Christina DAJA • Rachael I.: COET • Leigh: GAEZ • Anna: Maple Experience • Nate: New Client to be Assigned • Brittaney: DINA • Olivia: COCO • Rachel L.: POHA • Molly: BAKA • Kasey: New Client to be Assigned

4. Client-Based Discussion for LTGs and STOs • Based upon your initial assessment data, parent priorities, and possible school-based IEP goals and objectives, have a draft of one LTG and no more than 2-3 STOs for your assigned client. • Please bring a draft and these can be discussed during the meeting. • Your LTG and STOs can address speech sounds, language, social skills, or behavior (those are the typical ones).

5. Factors Influencing the Development of LTGs and STOs

6. Identify Goals and Objectives

7. Writing SMART Goals & Objectives Jung, L.A. (1997). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39, p54-58.

8. LTG vs. STO • Goal/LTG: Overall statement of targeted behavior (e.g., Intelligibility, MLU, C-Units, etc) • Goals are dependent on the setting in which the client is served or expected to accomplish the goal • Most IEP/IFSP goals written for EC CARES or the school district will be for one year • Goals written for the clinic may be for one-term or longer, depending on the needs of the client • Objectives/STO: Task analysis; small steps to achieve the goal; small steps to monitor progress • These can be sequential or additive

9. Goal with Sequential Objectives SS will produce target sounds (k,g,s, s-blends) in conversation with 80% accuracy over 2 sessions. 1. Given cues and prompts, SS will correctly produce target sounds (k,g,s, s-blends) in isolation in 8 out of 10 trials over two consecutive sessions. 2. Given cues and prompts, SS will correctly produce target sounds (k,g,s, s-blends) in words 8 out of 10 trials over two consecutive sessions. 3. Without cues or prompts, SS will independently produce target sounds (k,g,s, s-blends) in words correctly in 8 out of 10 trials over two consecutive sessions. 4. Given diminishing cues, SS will independently produce target sounds (k,g,s, s-blends) in phrases in 8 out of 10 trials over 2 consecutive sessions. 5. Given diminishing cues, SS will independently produce accurate target sounds (k,g,s, s-blends) in sentences in 8 out of 10 trials over 2 consecutive sessions.

10. Goal with Additive Objectives FT demonstrate increased utterance length my maintaining an average of 3-word utterances (MLU=3.0) across settings (classroom, home) as measured by 2 language samples (50 utterances minimum). 1. FT will name 10 nouns (family members, animals, toys), with 80% accuracy, without a cue, during a structured language activity. 2. FT will routinely say at least 10 action words (e.g., “want”, “go”, “run”) as measured during a language-based structured activity. 3. FT will routinely say at least 3 pronouns (e.g., “I”, “me”, “you”) as measured by a language-based structured activity.

11. “Language that is Measurable” Used When Writing LTGs and STOs • Please review the specific slides associated with writing LTGs and STOs (Posted on infoCDS)

12. Documentation

13. See Additional Slides • For additional information regarding behavior management, data collection, and writing SOAP notes, please see the additional slides posted on infoCDS.

14. What kind of data do we collect? • Collect data systematically

16. Questions to Ask to Ensure Successful Therapy ...Paul & Norbury, 2012, p. 81 • How will I promote the child’s active engagement and sustain her/his attention? • What type of feedback will I provide? • What type of reinforcement will I provide? • How do I provide multiple opportunities for practice of new behavior? How many repetitions of target behavior should I require? • Are planned tasks specific to the targeted objectives? • Is task complexity appropriate for the child’s level? • How will I include family members? • What are my plans if child does not respond as expected?

17. Conduct Session

18. Assess and report

19. Personal Review and Self-Reflect

20. Documenting and Creating an ITP/Assessment Report • Please see the example of what to include on an ITP/Assessment Report posted on infoCDS. • For Returning Clients: • Use previous ITPs as a model in terms of creating your draft ITP • Note: For returning clients, don’t repeat background information that has been documented multiple times. The way to report this is to say something like, “For previous information regarding developmental, medical, and past educational history, please see UO SLHC ITP dated_____.” • What you will want to report is anything that the parent has noted that has changed, priorities, or any shifts in terms of a student’s possible eligibility in special education and current goals and objectives.

21. FYI: Intervention Resources & Strategies • infoCDS– See Intervention Section • YouTube • Pinterest • Teacher Pay Teacher • SLP Blog Sites • ….. The List Goes On

22. Next Up • Draft ITPs are due on Friday • Formal Assessment Partners and Assignments Will Be Discussed • Formal Assessment Practice Time will • Provided.