Jack: 7 year old, articulation disorder

Diagnosis: Jack presented with the articulation disorder called "gliding" where he produced "w" for /r/, and vowelization of /er/ (e.g., "bigga" for bigger). 

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Treatment plan: I worked with Jack once a week for 45 minutes using a variety of techniques including model of correct /r/, PROMPT, and visual support. He first mastered the /r/ sound in isolation. Once he knew how to produce /r/ he was able to generalize the sound first in single words, then phrases, then sentences, during structured reading tasks, and eventually in conversation. This was a step by step process in which he mastered /r/ in the initial position of words first (e.g., "rabbit"), then medial position ("giraffe"), and then the final position (e.g., "jogger"). His parents and babysitter did a wonderful job with working with Jack in between sessions for about 5-10 minutes a day.

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Dismissal from service: Once Jack was able to produce /r/ in all positions of words during structured reading tasks, and in conversation 90% of the time over 3 sessions, he was dismissed. This entire process took about 9 months. However, every child is different, and treatment time varies depending on your child's unique needs.

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Sara: 15 year old, expressive and receptive language impairment

Diagnosis: Sara presented with an expressive and receptive language impairment, which negatively impacted her academic performance in the areas of comprehension and written language.

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Treatment Plan: I worked with Sara once a week for 45 minutes, mainly using her school materials. Whatever book she was reading in her English class, is the book we worked on for comprehension. While reading portions of the book aloud, she was asked comprehension, inference, details and prediction questions. When an unknown word presented, she was taught to use context clues to figure out the meaning. For written assignments, she rehearsed strategies to aid with getting her thoughts down on paper, and graphic organizers were provided by me. Parents were coached by me to aid with working with Sara in between sessions.

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Dismissal from service: Sara presented with pervasive speech/language needs and was seen over a period of 2 years (with breaks according to the academic calendar), as academic material became more challenging. However, when she reached a point where she was able to make inferences with minimal prompting, demonstrate comprehension of novel material, and write essays with little support, she was dismissed from treatment. 

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                                               Testimonials

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"My daughter absolutely loved working with Sheryl and was excited for each of her visits. Sheryl used games and other activities to practice different types of words, which kept the sessions very fun and engaging. She was also great about communicating with me as a parent about my daughter's progress."

          ~Catherine, Silver Spring (child age 7 years)

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"Sheryl was an integral part of our son's speech development.  After determining that he was not meeting his verbal milestones, we began working with Sheryl on a weekly basis.  We saw growth almost immediately as she developed a customized program for him with age appropriate learning and fun.  Through Sheryl’s diligent efforts, our son’s verbal progression has skyrocketed and he is now fully on track.  We loved working with Sheryl and would highly recommend her."

          ~Jaime, Potomac (child age 2.5 years) 

 

Podcasts 

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Stress Free IEP: https://www.youtube.com/watch?v=1TWGJsNmOWE

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