Informal Screening of Young Child with Motor Speech Disorder
I wanted to share my thought process for assessing this adorable new client, let’s call her “Lily”, who I started seeing beginning of January 2024. Lily is seen 3 sessions a week for a half hour each session. Lily exhibits a severe motor sequencing disorder. She has received 10 speech sessions so far. Informal assessment was conducted in the beginning of the first 5 sessions and is ongoing. I learn something new about her in each session. It’s like putting this huge puzzle together. Here is a description of Lily:
1. First 2 sessions - play sessions to establish rapport – visual touch animals Ipad
app with animal sounds paired with toy animals, tic tac tony game, baby doll set
• Sound repertoire – PROMPT support - imitated ah for eye, nuh for want, uh for ay,
see, suh for bye, nuhnuh for moo, uh oh, ooh, eeh, dee, nee for me, dada
• No lip sounds – p, b, m, w
• Excellent attention span
• Follows directions
• Good receptive vocabulary
• Speech is considered to be 5% intelligible in context
• Upper teeth and incisors rotten (8 are black) – surgery to remove teeth in March
2024. Oral structure is adequate.
•
I also listened to Lily’s sound repertoire while she played and it consisted of mainly dee dee dee , nuh nuh and suh suh. She pointed to items, smiled/laughed when she liked the activity, whined when she didn’t. Lily demonstrated eye contact. I asked her if I could touch her face. She leaned forward and smiled. She let me provide PROMPT support!
I wanted to share my thought process for assessing this adorable new client, let’s call her “Lily”, who I started seeing beginning of January 2024. Lily is seen 3 sessions a week for a half hour each session. Lily exhibits a severe motor sequencing disorder. She has received 10 speech sessions so far. Informal assessment was conducted in the beginning of the first 5 sessions and is ongoing. I learn something new about her in each session. It’s like putting this huge puzzle together. Here is a description of Lily:
1. First 2 sessions - play sessions to establish rapport – visual touch animals Ipad
app with animal sounds paired with toy animals, tic tac tony game, baby doll set
• Sound repertoire – PROMPT support - imitated ah for eye, nuh for want, uh for ay,
see, suh for bye, nuhnuh for moo, uh oh, ooh, eeh, dee, nee for me, dada
• No lip sounds – p, b, m, w
• Excellent attention span
• Follows directions
• Good receptive vocabulary
• Speech is considered to be 5% intelligible in context
• Upper teeth and incisors rotten (8 are black) – surgery to remove teeth in March
2024. Oral structure is adequate.
•
I also listened to Lily’s sound repertoire while she played and it consisted of mainly dee dee dee , nuh nuh and suh suh. She pointed to items, smiled/laughed when she liked the activity, whined when she didn’t. Lily demonstrated eye contact. I asked her if I could touch her face. She leaned forward and smiled. She let me provide PROMPT support!
I wanted to share my thought process for assessing this adorable new client, let’s call her “Lily”, who I started seeing beginning of January 2024. Lily is seen 3 sessions a week for a half hour each session. Lily exhibits a severe motor sequencing disorder. She has received 10 speech sessions so far. Informal assessment was conducted in the beginning of the first 5 sessions and is ongoing. I learn something new about her in each session. It’s like putting this huge puzzle together. Here is a description of Lily:
1. First 2 sessions - play sessions to establish rapport – visual touch animals Ipad
app with animal sounds paired with toy animals, tic tac tony game, baby doll set
• Sound repertoire – PROMPT support - imitated ah for eye, nuh for want, uh for ay,
see, suh for bye, nuhnuh for moo, uh oh, ooh, eeh, dee, nee for me, dada
• No lip sounds – p, b, m, w
• Excellent attention span
• Follows directions
• Good receptive vocabulary
• Speech is considered to be 5% intelligible in context
• Upper teeth and incisors rotten (8 are black) – surgery to remove teeth in March
2024. Oral structure is adequate.
•
I also listened to Lily’s sound repertoire while she played and it consisted of mainly dee dee dee , nuh nuh and suh suh. She pointed to items, smiled/laughed when she liked the activity, whined when she didn’t. Lily demonstrated eye contact. I asked her if I could touch her face. She leaned forward and smiled. She let me provide PROMPT support!