Fictitious
Example # 3
(Leave Room for letterhead)
Progress Report
Spring 20XX
Client: Adam Lavalley
Date of Birth : Month (written out)/Day/Year
C.A. : 2 years, 2 months
Address:
355 Been Rd. Garby, VT 0xxxx
Phone:
802.822-2222
Parents:
Samuel and Amanda Lavalley
Referral Source :
Graduate Clinician: Carolyn Evans, B.A.
Clinical Faculty: Mary Sullivan, M.S., CCC-SLP
Diagnosis and Code: Developmental Language Disorder, 315.31
Background:
Adam Lavalley, age 2 years, 2 months, lives at home with his mother, father, and older sister, Mairead. His birth
history is remarkable for an emergency Caesarian delivery and jaundice. His developmental history is notable for
difficult behavior, including temper tantrums, low frustration thresholds and absence of babbling or other verbal
communication through 20 months of age. He has been receiving services from FITP interventionist, Nancy Smith,
since September 20XX. Adam was seen at this clinic in November, 20XX for a speech and language evaluation. At
the time of the evaluation, he exhibited a 5 month delay in expressive language skills, receptive language and play
skills within normal limits, and appropriate use of communicative gestures and non-speech sounds. Adam has been
receiving speech and language services from the E.M. Luse Center since January, 20XX. Over the past semester,
Adam has been learning to intentionally use utterances, while his parents, Samuel and Amanda, have been practicing
the techniques of communication temptations and indirect language stimulation.
Objectives:
1. Adam will spontaneously produce 50 words to express the following types of intention: naming,
nonexistence, recurrence, action, possession, locative, rejection, and denial.
2. Adam will produce the following speech sounds (/m/, /n/, /p/, /b/, /t/, /d/, /k/, /g/, /h/, /w/) in word-initial
and word-medial position with 90% accuracy in spontaneous production of utterances.
3. Adam’s parents, Samuel and Amanda, will learn and use techniques in treatment sessions that they will
be able to use with ease at home to encourage Adam’s language development.
Course of treatment:
Seventeen one hour treatment sessions took place over a fifteen week period this semester. Sessions were scheduled
every Wednesday with Samuel participating and every other Friday with Amanda participating. Sessions were playbased, focusing on the use of communication temptations and indirect language stimulation to increase Adam’s
exposure to and use of spontaneous language. Activities, including playing with cars, trucks, airplanes, toy food,
balls, and blocks, as well as active tickle games, revolved around the production of target one and two-word
utterances.
Present status: At the time of his evaluation in November 20XX, Adam was not demonstrating the use of imitative
or spontaneous utterances at home. During his evaluation, it was reported that he produced three imitative
utterances (“ha” for hand, “ma” for mouth, and “puh-zuh” for please). Throughout the past semester he has made
tremendous gains in his production of words to express intention. See the following chart for words/phases, type of
production, and intentions by May 2.
Word/Phrase
Ball
Blow
Go
That
Help
Car
Block
More
No
Open
Uh-oh
Please
Yes/Yep
Dada
Imitative
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Spontaneous
X
Move
Up
Down
This
There
Sit
Milk
Apple
Pie
Lemon
Juice
Bubble
Cup
Bottle
Big
Truck
Mine
Me
Word/Phrase
Stop
Papa
X
X
X
X
X
X
X
X
X
X
Mama
Poop
Spin
Frog
Blue
Bye-bye
Box
Out
Sorry
moo
Table
What’s that?
Help dada
Help papa
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Imitative
X
X
Spontaneous
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Intentions
Naming, request present object
Request action
Request action
Request present object, comment
Request action
Request present object
Request present object
Request present object
Rejection, Denial
Request action
Commenting
Request present object, Request action
Responding
Naming, request object, request action, commenting,
attention seeking
Request action
Request action, Commenting
Request action, Commenting
Request present object
Request action, Commenting, Locative
Request action
Naming, Request present object
Request present object, Commenting
Request present object
Request present object
Request present object
Request present object
Request present object
Comment
Request present object
Request present object
Possession
Possession
Intention
Request action
Naming, request action, commenting, attention
seeking
Naming, request object, request action, commenting,
attention seeking
Commenting
Request action
Naming, request present object
Request present object, commenting
Request action, greeting
Request present object
Request action
Comment
Comment
Comment
Request information
Request action
Request action
Wake up
Dinosaur Please
Frog mama
That please
That one
That ball
That block
Open please
More please
Go dada
Please dada/ dada
please
No that
No dada
Stop mom
Grapes please
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Request action
Request present object
Request present object
Request present object
Request present object
Request present object
Request present object
Request action
Request present object
Request action
Request present object, request action
Rejection
Rejection
Request action
Request present object
Samuel and Amanda reported that Adam used the following additional words/phrases at home: ketchup,
backpack, Dora, house, boot, hat, nana, dog, book, choo-choo, water, Madi, bop, hi, hot, cold.
Direct treatment of speech sounds was not addressed this semester, due to the parents identifying the
importance of increasing expressive vocabulary. In addition, Samuel and Amanda demonstrated an ability to
understand the utterances Adam was producing. Currently, Adam is producing the following speech sounds in
word-initial position with consistent accuracy: /m/, /n/, /p/, /b/, /d/.
Summary:
Samuel and Amanda demonstrated exemplary gains in the use of communication temptations (e.g., creating
motivating situation, responding swiftly and positively to utterances, and modeling correct utterance), indirect
language stimulation, and self-monitoring and immediately adjusting their use of language with Adam. They
demonstrated improved use of developmentally appropriate communication temptations to elicit one to two-word
utterances; thus reducing their use of questions and language demands. Early on in the semester, the video “Oh Say
What They See: An Introduction to Indirect Language Stimulation Techniques” was sent home for Samuel and
Amanda’s viewing. With additional clinician models and feedback with practice, they demonstrated excellent use of
parallel talk (i.e., “Adam is pushing the bus.”), description (i.e., “That is a purple ball.”) and self-talk (i.e., “I threw
the ball.”). In addition, they continue to work on replacing the use of verbal praise (i.e., “Good job saying car!”)
with target models and expansion of Adam’s productions (i.e., “Open the door” after Adam’s production of “open”).
Due to this success, Adam’s repertoire of expressive vocabulary has demonstrated significant growth throughout the
semester.
Adam’s frequency of temper tantrums at home decreased significantly throughout the course of the
semester. Samuel and Amanda have been using Social Stories to help Adam prepare for transitions. The use of
visual schedules was discussed; however, the occurrence of Adam’s temper tantrums had nearly disappeared before
this strategy could be put into place. The decrease in Adam’s temper tantrums, was attributed, in part, to his
increased language production.
Recommendations:
1.
2.
Based on his progress this semester, Adam would continue to benefit from individual speech and
language treatment sessions delivered two days a week for one hour each.
Targets of treatment should include the following:
a. Accurate production of speech sounds typically acquired by age two (/m/, /n/, /p/, /b/, /t/, /d/,
/k/, /g/, /h/, /w/)
b.
c.
d.
Increasing vocabulary, including action words and modifiers
Increasing mean length of utterance with grammatical morphemes (i.e., present progressive ing, in/on, plural -s)
Continued family training and practice of increasing verbal communication opportunities and
stimulation within the context of daily family life
Prognosis: Excellent based on progress made this semester and parental and extended family support.
References:
Paul, R. (2007). Language disorders from infancy through adolescence. St. Louis, MO: Mosby Elsevier.
Roth, F.P., & Worthington, C.K. (2005). Treatment resource manual for speechlanguage pathology. (3rd ed.). Clifton Park, NY: Thomson Delmar Learning.
It has been my absolute pleasure working with Adam and your family this semester. If you have any questions
regarding this report please call the E.M. Luse Center at (802) 656-3861.
______________________________
Carolyn Evans, B.A
Graduate Student Clinician
_______________________
Mary Sullivan, M.S., CCC-SLP
Speech Language Pathologist