Note:
If you are using this model as a prototype, please look at both the objective and
the activities provided for each domain very carefully. In order for a
lesson to qualify as "holistic" there has to be a clear intention,
either in the statement of the objective or in the activities provided, for
growth to occur in that domain.
Grade
Level: Preschool
Area
of Concentration: Communicative
Disorders
Aim:
The
client will increase his expressive language skills to an age appropriate
level.
Goal:
The
client will increase the length of his utterances to at least 2-3 word units.
*Note: This plan was
created before the development of Wisconsin Model Academic
Standards -- If you use this plan as a prototype for a general class, please
include The WI Standards. If it is an individual client plan, that is not
necessary.
Objectives:
Cognitive
- When presented with an object and provided with a model, the child will
identify and describe the object using more than one word.
Procedures:
Using toys such as cars, blocks, stuffed animals, and ninja turtles, the
clinician and the child will engage in free play and role play activities.
The clinician will use 2-3 words to name and describe the toys when
appropriate, and have the child repeat the same short phrase
(i.e. blue car, fuzzy kitten, big turtle).
Verbal
praise will be given for all attempts in describing the toys using multiple
words. When single utterances are
used, the clinician will repeat the descriptive model for the child.
Affective
- The child will be asked to bring in some favorite pictures of
experiences and family members to show to the clinician.
He will be asked questions about the people and objects in the pictures
and why he likes the picture. The
client’s utterances within the conversation will include at least 2 words.
Procedures:
The clinician and child will tape the pictures around the room.
The child will choose which picture he would like to talk about.
The child will be asked to explain who or what is happening in the
picture, and why he likes the picture.
When
the client uses an appropriate response, the clinician will gloss the response
and give verbal praise. When the
child uses single word utterances, the clinician will expand his descriptions
into 2 or 3 word phrases and prompt him to repeat the longer phrase. Throughout
the activity, the client will be encouraged to discuss his feelings about who or
what is in each picture.
Physical
- The client will use phrases containing at least 2 words when describing
playdough creations and during conversation while playing with playdough.
Procedures:
The client
and the clinician will use Playdough in several different colors, cookie
cutters, and the Playdough shape fun-factory toy to engage in creative, physical
play. Together they will create a
variety of figures. The child will
be required to explain what he is making using expanded phrases. To encourage productions, the clinician will provide models
describing her own creations.
The
clinician will gloss the child’s expanded productions and use verbal praise to
encourage future productions. When
the client uses only single words, a model will be provided for him to imitate.
Note:
When teaching a child who uses limited expressive language, it is important to
remember that the best way to encourage the child to engage in conversation is
to bring yourself down to that child’s level of proximal development (ZPD).
This includes being at the child’s level both physically (get right
down on the floor at his eye level during play) and expressively (use short and simple phrases much like the phrases stated in
your teaching goal). The child will
feel most comfortable in a learning environment that is catered to his
individual ability.
Here
are some links to areas in other portions of this website related to planning.
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