Therapy Observation Summary Form: 9

Therapy Observation Summary Form:
Observation #	9

Observer’s Name:

Brianna Campbell

Date of Observation:

19 June 2024

Supervisor:

Charis Powell, M.S., CCC-SLP

Site (Name/Type):

Master Clinician OR ENMU SHROC

Hearing Impaired:

Yes

Therapy Type:

Individual

Group

Start/End Time:

12:00 am

1:00 am

Total # of Minutes:

Age Range:
	Birth to 2 years	3-4 years	x	K-3rd grade	4th-6th grade

	Junior High	Senior High		18-25 years	26-40 years

	41-65 years	66-80 years		81+ years

Ethnicity of client(s):
x	White	Hispanic	African-American	Native American	Asian

	Other:

Primary language(s):	English

Cultural/Linguistic Differences:	Client English/ASL: Clinician: English

Disorder(s):

Language

Articulation

Voice/Resonance

Fluency

Dysphagia

Hearing

Severity level:

Mild

Moderate

Severe

Profound

1. What specific skill(s) were targeted during the session (artic, receptive and/or expressive language, fluency, etc.)? Were the session’s objectives clearly identifiable? Describe.

The clinician targeted fluency in the therapy session. Additionally, she reminded the client about the tools to be used to make his speech clearer. The clinician was most focused on the activities around the proficiencies, more specifically volume and vocal fry.

2. How did the clinician start the session? (Greeting, explaining goals, starting an activity, etc.) How did the clinician build rapport and motivate the client? Describe.

The clinician began the session by causally asking the client’s summer progress. Additionally, she asked if she remembered the app they were using last time and explained the session’s objectives.

3. What therapy procedures/activities were used to work on the targeted skills (session objectives).

The activities conducted include slow speaking, swallowing before speaking, using a loud volume and eliminating vocal fry. These activities were used to work on the targeted skills.

4. What type of stimulus items were used to elicit target responses? How did the clinician relate stimuli/items back to session objectives?

The clinician used an app with a smiley face where the eyes got larger when the voice got louder. This technique would help in the elimination of the vocal fry.

5. How did the clinician transition between activities? Describe.

The activities were equally spaced out. The clinician gave the client frequent breaks in between the activities.

6. What was the client’s response mode (imitated, cued, spontaneous) and level of response of the client (word, phrase, etc.)?

The client’s response mode was cued where the clinician asked questions and the client responded using words.

7. What level (none/minimum/moderate/maximum) of support (prompts/cues) did the clinician provide to obtain a correct response?

The level of support was moderate. The clinician prompted the client and asked questions in-between the games. The clinician also provided sentences that the client read out loud. Nonetheless, she allowed the client to take his time to perform them without offering much support.

8. What type(s) of prompts/assists (modeling, signaling, cuing, clueing, etc.) were used by the clinician?

Prompts used include the app which modelled the voice levels of the client. The aim was to eliminate vocal fry.

9. Did the clinician provide any reinforcement or rewards? How often and what kind of reward was given? Describe.

The clinician gave the client a verbal and positive criticism to improve his various voice disorders. She did this when she provided breaks in between the activities.

10. What did you observe that let you know the reinforcement schedule/usage was effective or not?

The goals of the therapy session were to work on slowing down speech and splitting large words into syllables, getting out of the vocal fry and speaking louder. The activities were set up into simple games which targeted the speech sound disorder and cognitive delay.

11. Did you observe the clinician gathering any clinical data throughout the session? Do you think they adequately and reliably recorded data? Did they use tallies, checkmarks, or not take any data? Describe.

The clinician did not collect any information; however, she took audio recordings throughout the session allowing the client to hear himself. However, the use of the audio recordings is not certain if they would be used for data collection purposes.

12. What behavioral management techniques were used in order to keep the session on track? Describe.

The clinician was very composed and firm during behavioral interruptions. For instance, she cleaned some magnet tiles that were being used to play and the client played with the tiles after rearrangement. The clinician reminded the client to resume his task.

13. What was the clinician’s style? How did they give instructions? What strategies did you observe the clinician using to elicit responses?

The clinician used simple games to break up the session.

14. Provide an overall summary of this session. Discuss what you think was done well and what could be improved for future sessions.

At the start of the session, the clinician reminded the client of what tools he can use to make his speech clearer such as speaking slower and swallowing before speaking. They utilized an app that registered the client’s speech volume and they worked on breaking longer words down into syllables. The clinician was very supportive to the client. She was patient to the client and offered several break opportunities which created a constructive space for learning. All the activities performed were well spaced out. What can be improved for future sessions is to incorporate efficient and good note taking.

15. What did you benefit most from observing this session?

I learnt the importance of breaking down large tasks to simple and effective activities that will not overwhelm the client. This shows that goals do not need to be complicated, rather is a client’s deficiency is a small workable issue the goal should target just that.

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