An important teaching tool for clinical education, clinical grand rounds is the presentation of a clinical situation and treatment to an audience of multiple disciplines to foster dialogue linking theory and practice, develop reflective problem-solving skills, promote collaboration across disciplines, and inspire alternative ways of thinking. In this case presentation (7/27/17), you will meet Ashor, a middle school student, male, age 13 years, 10 months. Ashor is currently identified as a student with speech/language impairment. During the 2016-17 school year, he received intensive speech/language services, as well as academic resource services in the areas of reading and math. Ashor’s clinical service provider, a certified speech-language pathologist, will discuss Ashor’s most recent evaluation information, intervention strategies utilized during the school year, and comparison of progress pre-and-post therapy implementation. Attendees will have the opportunity to ask questions and share their own insights and recommendations for Ashor.
- Identify at least two specific areas of deficit based on assessment data presented.
- Identify at least one anticipated intervention challenge based on referral and assessment data presented.
- Identify at least three SPELL-Links activities utilized in this case study and explain why these were selected for this particular student.
- Identify at least three SPELL-Links strategies utilized in the case study.
- Describe the advantages and challenges of using SPELL-Links’ speech-to-print, multilinguistic, meta-linguistic approach with this particular student.
- Identify at least one modification to treatment plan based on response to intervention.
- Develop clinical skill with a diagnostic-prescriptive approach to intervention. Gains insights from review and discussion of student background/referral information, baseline assessment data, and current prescribed treatment plan.
- Enhance clinical problem-solving skills. Promote understanding of specific challenges and consider modifications to treatment plan based on student’s response to intervention.
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