Observer’s Name: Amanda Gagnon Observation Report Number: 9
Clinician’s Name: Julie Wisniewski, MA, CCC-SLP Observation Date: March 14, 2014
Observation Site: Saint Peter’s University Hospital, New Brunswick, New Jersey Initials of Client: E.A.
E.A. is a three-year-old female who had been referred for a diagnostic speech evaluation by her physician. According to her parents, the speech-language pathologist who originally evaluated E.A. had written goals that were not developmentally or diagnostically appropriate. They decided to schedule a second diagnostic evaluation with the Pediatric Speech and Language Department at Saint Peter’s University Hospital.
At the beginning of the session, E.A. and both of her parents were brought into a therapy room in the department. The clinician began to interview the parents to expand on the client’s case history. Some questions were directed to E.A. as well to develop a sense of her articulatory abilities and tendencies. According to her parents, E.A. has a seven-year-old sister, with whom she is very close. Her sister had recurring ear infections and two sets of tubes when she was younger, which affected her speech. E.A. had her hearing tested in late January, has normal hearing in both ears, and does not have a history of ear infections. She attends a local pre-school on Tuesdays and Thursdays and has been placed in a three-year-old classroom with several peers. She also takes gymnastics classes every Friday. She is socially active and seems to be a generally happy and typically developing child.
The purpose of this session was to diagnose the client’s articulation difficulties, which would allow the clinician to later develop appropriate goals for her. The clinician began to evaluate the...
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...andle this extensive diagnostic evaluation quite well, that is a very long period of time for a young child to sit still. Additionally, I may have conducted language testing as well. The previous speech-language pathologist who evaluated E.A. wrote developmentally inappropriate goals that were related to language rather than articulation. Perhaps it is possible that the client may also have expressive language difficulties as well as articulation difficulties. The Preschool Language Scales assessment may have been suitable for this type of evaluation. As previously mentioned, the clinician should have also limited the client to choosing one type of toy to play with as a reward, instead of having free access to as many toys as she wanted. Aside from making these changes, I believe that the session was effective and that all interactions were purposeful and successful.
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