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 (6/16/17), you will meet Nick, a 4th grade student enrolled in a public school in North Carolina. At his school, Nick has been identified as having a learning disability characterized by severe deficits in reading and writing. Nick also exhibits behavioral issues. Nick has been referred to a university speech-language therapy clinic for intervention services. At the university clinic, Nick has been enrolled in speech-language therapy with goals targeting his expressive language and writing skills.
Nick’s clinical service provider, a certified speech-language pathologist and clinical assistant professor at the university, will present Nick’s background/referral information and baseline assessment data and will discuss Nick’s treatment plan and intervention sessions to date which include activities to increase his writing and reading skills. Nick’s clinical service provider will share her observations and quantitative measures and discuss the advantages and challenges of executing the current treatment plan. Attendees will have the opportunity to ask questions and share their own insights and recommendations for Nick’s on-going treatment.
- 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.