Treatment Plan

February 26, 2015 (Spring 2015)

Client Name: Shelly G.
Statement of the Problem:
Shelly Green is an 8 year 2 month old female who was referred for a
comprehensive language evaluation because of parental and teacher concerns about
her performance in school. A comprehensive evaluation was completed between the
dates of February 10 and February 23, 2015. A battery of informal and formal tests
were given to analyze the deficits that Shelly is demonstrating. Shelly scored poorly
on the C-TOPP, and moderately low on the PPVT and EVT. A curriculum based
assessment along with other informal measures suggested that she is doing poorly in
school because of her language deficits. Her diagnosis is a moderate receptive
language disorder characterized by the inability to answer questions correctly and
confusion. She also has a moderate to severe expressive language disorder
characterized by the use of short sentences, limited variations of sentence use,
limited vocabulary, and poor spelling. Shelly has a language learning disability and a
concommitant moderate pragmatic delay. Shelly has a history of frequent otitis
media which was treated by bilateral PE tubes and a severe phonological disorder
that subsided by age 6.5.
Recommended Goals/Current Status:
Please see the Curriculum-Based Assessment section of Shelly's evaluation report.
The goals listed in this section are derived from her curricular goals found at
http://wveis.k12.wv.us/Teach21/public/ng_cso/NG_popup.cfm.
Functional outcome goal:

Shelly will demonstrate independent use of language learning and pragmatic

strategies in order to be successful academically and socially.

Receptive Language
Long Term Goals:
1. Shelly will improve her receptive language using various strategies in order to be
able to read with sufficient accuracy and fluency, know and apply grade-level
phonics and word analysis skills, read and comprehend literature and informational
texts in grades 2-3 text complexity, and utilize features to analyze text.
[This goal is based on the reading goals in the English Language Arts curriculum for
second grade. (ELA.2.R.C8.1, ELA.2.R.C7.1, ELA.2.R.C4.1, ELA.2.R.C4.2,
ELA.2.R.C2.5, ELA.2.R.C2.6)]
Short Term Goals

Current Status/Baseline Data

1.Shelly will use a frayer model to

Shelly has a limited vocabulary and often

determine the meaning of words and

guesses at word meanings instead of

phrases in text relevant to grade 2 topic

using resources to think through the

or subject area as measured by a rubric.

meaning of the word. She has been

[This goal was derived based on the

introduced to the Frayer model and

reading goals in the English Language

showed good understanding of the

arts Curriculum. (WV ELA.2.R.C2.4)]

concept.

Expressive Language
Long Term Goals:

Shelly will improve her expressive language deficits including writing opinion,
informative, and narrative texts, describe or recount key ideas from a text or
information presented orally, and produce complete sentences when appropriate to

task and situation in order to provide requested detail or clarification to a mild

level of deficit. [This goal was derived from the writing and speaking and
listening sections of the English Language Arts curriculum for second grade.
(ELA.2.W.C9.1, ELA.2.W.C9.2, ELA.2.SL.C13.2, ELA.2.SL.C14.3)]

She will complete these tasks while demonstrating command of the conventions
of Standard English grammar, capitalization, punctuation, spelling and usage
when writing or speaking. [These goals were derived from the language section of
the English Language Arts section of the second grade curriculum.
(ELA.2.L.C15.2, ELA.2.L.C15.1)]

Short Term Goals

Current Status/Baseline Data

1) Shelly will describe or recount key

Shelly currently does not speak in

ideas from a text or information

sentences and only uses content words

presented orally, and produce complete

when story telling or recounting key

sentences when appropriate to task as

ideas.

measured by a rubric rating 1-4.

[This goal was derived from the
Speaking and Listening section of the
English Language Arts curriculum for
second grade. (ELA.2.SL.C13.2,
ELA.2.SL.C14.3)]
2.Shelly will demonstrate command of

Shelly currently uses very poor grammar

the conventions of Standard English

with many capitalization, punctuation,

grammar, capitalization, punctuation,

and spelling errors.

spelling and usage when writing or

speaking as measured by a rubric. [This

goal was derived from the language

portion of the English Language Arts
curriculum for second grade.
(ELA.2.L.C15.2, ELA.2.L.C15.1)]

Rubric:
Level 1: The student requires full assistance to complete the task. Maximal level of
prompts and scaffolding such as controlling the context, cull clinician models,
expansions, cues, and prompts.

Level 2: The student requires moderate assistance. Moderate level of prompts and
some scaffolding such as offering choices, partial answers, expansion and some
cuing.

Level 3: The student is functional in this area. Requires minimal level of prompts
and scaffolding such as reminders, strategies, redirections, and repairs.

Level 4: The student is competent in this area. Requires little to no prompts or

reminders and is able to independently use strategies and self-regulation.

Implementation of goals:
These goals will be implemented during speech therapy twice a week for 30
minutes in addition to her Tier 3 1-on-1 intervention provided by the SLP for 30
minutes, 5 times per week. She will also attend pragmatic group therapy once per
week. Therapy will involve building her phonological awareness skills in order to
improve her phonological memory, retrieval, and production. Once the SLP feels that

she has a strong basis in this area, she will move on to explicitly teach the goals
being targeted. She will then introduce strategies that Shelly can use in order to
successfully meet her goals. The therapist will strive to incorporate Shellys strengths
and interests into therapy in order to keep her engaged. The SLP will observe and use
teacher report in order to assess her growth in these areas in the classroom.

Daily Treatment Plan

Client: Shelly Green
Clinician: Jessica Beahrs
Date: March 3, 2015
Materials: story from the Harcourt Trophies Series class text about art (easier one
for beginning second grade students), paper (lined and plain white), pencil, crayons,
recorder, list of questions about the story
*Turn on the recorder
The number of the goal addressed is in green.

Discuss her day with her. Ask if she has had particular trouble with anything at
school or at home. (1, and 2 if she tells a story)

Ask her to read the short story silently. Tell her that if there are any words that she
does not understand then she should write them down so that they can be
discussed. (1, 2)

The clinician will read the story out loud and Shelly will follow along with her
finger. Ask her to identify any further words that she does not know the meaning

of. (2)

Model the use of a frayer model on one of the words she chose, and then allow
her to do some on her own. The clinician will discuss some and then allow Shelly
to discuss. Explain to her how she can use these to help her in class. (1,2,3)

Re-read the story

Ask Shelly to draw a picture to summarize the story.

Ask her to summarize the story and her picture out loud. Cue her when her
sentences need revision. (1,2,3)

Ask her to write a short summary. (1,2,3)

Model editing the summary as needed with Shelly, explaining why the changes
are necessary and allow her to edit the second part of the summary, guiding her if
necessary. (1,3)

Data Analysis: All data collection will be transferred to a rubric. Data on the first goal
can easily be taken with =/- for right and wrong answers to questions. Goal 2 can be a
subjective measure on the rubric or the recording can be reviewed in order to review her
language. Goal 3 can be measured by the writing sample as well as her oral summary and
other conversations throughout the session. Data for goal 4 can be taken with +/-. + when
she exhibits good, natural eye contact, and when she is not giving eye contact. When
she is not appropriately exhibiting good eye contact, it should always be brought to her
attention.

Next Generation CSOs English Language Arts - Information. (n.d.). Retrieved March 27,
2015, from http://wveis.k12.wv.us/Teach21/public/ng_cso/NG_popup.cfm

Rubric:
Goals:

1. Shelly will
demonstrate the
understanding of and
answer simple who,
what, when, why,
and how questions
as measured by
clinician observation
and teacher report by
a rubric in every day
contexts.

Level 1: The student

requires full
assistance to
complete the task.
Maximal level of
prompts and
scaffolding such as
controlling the
context, cull
clinician models,
expansions, cues,
and prompts.

Level 2: The student

requires moderate
assistance. Moderate
level of prompts and
some scaffolding
such as offering
choices, partial
answers, expansion
and some cuing.

Level 3: The student

is functional in this
area. Requires
minimal level of
prompts and
scaffolding such as
reminders,
strategies,
redirections, and
repairs.

Level 4: The student

is competent in this
area. Requires little
to no prompts or
reminders and is
able to
independently use
strategies and selfregulation.

2. Shelly will tell a

story or recount
experiences with
appropriate facts and
relevant, descriptive
details, speaking
audibly in coherent
sentences as
measured by a rubric
rating 1-4.
3. Shelly will
demonstrate
command of the
conventions of
Standard English
grammar,
capitalization,
punctuation, spelling
and usage when
writing or speaking
as measured by a
rubric.
4. Shelly will engage
in eye contact with
familiar and
unfamiliar listeners
as measured by a
rubric.