Below is what Aliyah's Therapist wrote up as a progress report and receptive/expressive goals she has set for Aliyah back in September . I also included a Speech video of Aliyah during her speech therapy sessions with Hallie and below is September's Vocabulary Chart I made to keep track of Aliyah's progress with words.
Btw Hallie has a Speech Blog :) and I am happy to share it with you ! http://halliefreedman.com/
"September 17,2013
To Whom It May Concern:
I am writing this note to give an update regarding Aliyah
Hoffman and the progress we have made using her Accent700 Voice-Output Device
(VOD) and Picture communication Symbols (PCS).
Aliyah and I began working together July 16, 2013. Since that time we
have made progress with her communication via a total communication approach.
In a typical session Aliyah may produce the following forms
of communication:
·
Gestures/signs (some paired with a verbal
command/label):
o “On”
o “all done”
o “more”
o “help”
o “sleep”
o “bye”
[Aliyah will say Bye and blow me a kiss at the end of our sessions (or to
signal when she wants a session to end)]
·
vocalizations, verbal approximations without
signs:
o “baby”
o “move”
(as of recently)
o “up”
o “down”
o “elmo”
o “bus”
o “shoes”
o “beep”
o “open”
o “nana”
(banana)
o “drink”
o “turtle”
o “fish”
o “cookie”
·
Aliyah will echo a variety of words; however,
she does imitate words meaningfully as well (some words include, “hello” or
“hi” with wave, “play” (with an approximation of a sign), “moo”, “okay”, “my
turn”, “eat” paired with sign,
“crackers”, “Airplane”, “in”, “put in”, “hi mi mou” (hi Minnie/mickey mouse),
“ball”, “please”, “on mouth”, “out”, “night night”, “go”, “apple”, “clean up”).
Please see Lizette’s comprehensive list of vocabulary for a complete idea of
Aliyah’s receptive and expressive repertoire.
On August 3, 2013 we introduced PCS to Aliyah in our home
sessions as we know it is a form of communication commonly used in the Preschool
Education Program (PEP) classroom. Aliyah appears to be highly motivated by the
sound of removing the Velcro PCS’s. We have started to use this to Aliyah’s
advantage to identify vocabulary and select from a field of 2 to make a choice
(still at a stage where one of the symbols is a favorite game/toy and the other
is a random symbol to identify Aliyah’s ability to select something she
actually does want at the moment). On the first day that it was introduced
Aliyah successfully made the same choice several times given a field of 2
symbols to choose from. It is my belief that this should be included as a
modality in Aliyah’s repertoire of methods used in combination with gestures,
word approximations, verbalizations, and Aliyah’s VOD. This would help give her
quick access to communication when her device is not present (e.g., dinner
time, bath time, when getting dressed, etc.) until she can independently use
her device in these settings.
Progress on VOD:
·
I have limited the number of buttons that show
on the main screen to the 5 Aliyah most commonly uses to give her a
jumping off point and a chance to feel successful using her device. Those 5
buttons are:
o “Play”
– we often “play” “baby” in our sessions, so Aliyah knows where these buttons
are located (identified with it 75%
accuracy on 7/30/13; performance since has depended on level of attention/focus
and amount of time given to process request).
o “Sleep”
– Aliyah has learned this button is located bottom right and she will say
“Sleep”, touch the button and then make the sign for sleep immediately
following. She has actually touched the button, stood up, walked to her bed and
laid down on her pillow during a session (she was very sleepy that day and I
was very impressed!) – She has consistently demonstrated that she knows where
this is located and the meaning of this button over our sessions. (Note: Identified this button 75% of the
time on 7/30/13 and now will consistently identify it when she is focused and
is given time to process the request).
o “Gym” – Aliyah spends a lot of
time at the “gym” with her private OT, PT, and her other private SLP. A variety
of activities Aliyah commonly does at the gym have been added to the buttons in
this category (we created “horsy”, “trampoline”, “run”, etc)
o “Eat” – We have added some of
Aliyah’s favorite foods (goldfish, crackers, etc)
o “Go” – We have worked on
identifying the location of this button but have not used it much during our
sessions other than to help learn location of it. It has go à home, outside, etc
(which we agree are useful for Aliyah to learn).
In regards to Aliyah’s progress with her device we have seen
the consistency of her performance fluctuate. This is most likely a result of
changes in Aliyah’s medications over the past few months. Aliyah loves her device and playing with it so
we are confident we can help her shape it into a functional form of independent
communication. I would like to make it a goal this school year to help Aliyah
feel successful by having a team approach where all professionals working with
Aliyah focus on a similar repertoire of words, categories, etc. Since I have
seen Aliyah’s performance with the device fluctuate, I would like to start
tracking how long it takes Aliyah to process a request. It is my belief that
she can do what is asked of her as long as we have her focused attention and
she is given the necessary amount of time to carry through the task at hand.
The amount of time needed is something we are starting to work on/track.
Some goals we have been working on/are introducing include:
·
Receptive Language: Aliyah will identify (and
show that she knows the meaning of) 50 novel nouns and 20 novel verbs in 8/10
opportunities with no more than one verbal prompt/reminder.
o Aliyah
will discriminate between 1 preferred item picture and a 1 non-preferred item
to demonstrate understanding
o Aliyah
will point to a pictured noun/verb in a Fx2-5 with 80% accuracy
o Aliyah
will point to 50 novel Nouns with 80% accuracy over 3 consecutive sessions
o Aliyah
will point to/demonstrate 20 novel Verbs (actions) with 80% accuracy over 3 consecutive
sessions
·
Expressive Language: Aliyah will increase her
ability to communicate her intents using words, word approximations, gestures,
alternative and augmentative communication (AAC: PCS, VOD)in 8/10 opportunities
with fading cues and prompts.
o Aliyah
will request and/or label objects (food, toys, etc) during a structured or
unstructured activity in at least 2 environments.
o Aliyah
will protest (no, don’t want/like) during a structured or unstructured activity
in at least 2 environments.
o Aliyah
will comment during a structured or unstructured activity in at least 2
environments.
o Aliyah
will Greet & bid farewell to peers/teachers/family/therapists
in at least 2 environments.
·
EL: Aliyah will use gestures, PCS, her VOD,
and/or word approximations to answer simple questions with 80% accuracy given
no more than one cue/prompt.
o Aliyah
will scan all cells of a 5-cell communication page and select the named picture
with verbal and/or visual cues
o Aliyah
will answer simple yes/no questions given verbal and/or visual cues
o Aliyah
will answer simple what questions (e.g., “What’s that?”), given verbal and/or
visual cues
o Aliyah
will answer simple who questions about familiar adults and peers in her
environment (e.g., who’s that?) given verbal and/or visual cues
Please feel free to contact me with any questions and/or
concerns.
Thank you,
Hallie Freedman, MA CCC-SLP
Speech Language Pathologist"
Aliyah Hoffman Sept 2013 Vocabulary
# highlighted = Aliyah mimicked the word though Unsure she
understands the meaning
Date confirm = confirmed
Aliyah understood the meaning of the word (- - - means data was not collected)
#
|
Words
|
Understands
|
Signs
|
Vocalize
|
2 Word
phrase
|
Date
Confirm
|
1
|
All done
|
X
|
X
|
X
|
|
- - -
|
2
|
Stop
|
X
|
X
|
X
|
|
- - -
|
3
|
Baby
|
X
|
X
|
X
|
X
|
- - -
|
4
|
More
|
X
|
X
|
X
|
X
|
- - -
|
5
|
Ball
|
X
|
X
|
X
|
|
- - -
|
6
|
Push
|
X
|
|
X
|
|
- - -
|
7
|
Eat
|
X
|
X
|
X
|
X
|
- - -
|
8
|
Throw
|
X
|
|
X
|
|
3/17
|
9
|
Cookie
|
X
|
X
|
X
|
|
- - -
|
10
|
Dog
|
X
|
X
|
X
|
|
- - -
|
11
|
Cat
|
X
|
|
X
|
|
3/18
|
12
|
Up
|
X
|
X
|
X
|
X
|
- - -
|
13
|
Down
|
X
|
X
|
X
|
X
|
3/17
|
14
|
Drink
|
X
|
X
|
X
|
X
|
- - -
|
15
|
Bye
|
X
|
X
|
X
|
X
|
- - -
|
16
|
Hi
|
X
|
X
|
X
|
|
- - -
|
17
|
Bus
|
X
|
|
X
|
X
|
- - -
|
18
|
Beep-beep
|
X
|
|
X
|
|
- - -
|
19
|
Shoes
|
X
|
X
|
X
|
|
- - -
|
20
|
Off
|
X
|
|
X
|
|
- - -
|
21
|
My turn
|
X
|
X
|
5/10
|
|
- - -
|
22
|
Thirsty
|
X
|
X
|
X
|
|
- - -
|
23
|
Bubbles
|
X
|
X
|
X
|
|
- - -
|
24
|
Go
|
X
|
X
|
X
|
|
- - -
|
25
|
Yes
|
X
|
|
X
|
|
- - -
|
26
|
Please
|
X
|
X
|
X
|
X
|
- - -
|
27
|
Night-night
|
X
|
|
X
|
|
- - -
|
28
|
Banana
|
X
|
|
X
|
|
- - -
|
29
|
Bird
|
X
|
X
|
X
|
|
3/20
|
30
|
Hug
|
X
|
X
|
X
|
|
3/24
|
31
|
Tickle
|
X
|
|
X
|
|
3/25
|
32
|
In
|
X
|
|
X
|
|
3/25
|
33
|
Mom
|
X
|
|
X
|
|
- - -
|
34
|
Oh-oh
|
X
|
|
X
|
|
- - -
|
35
|
Nice
|
X
|
X
|
X
|
|
- - -
|
36
|
No
|
X
|
X
|
X
|
X
|
- - -
|
37
|
Cracker
|
X
|
X
|
X
|
X
|
- - -
|
38
|
Phone
|
|
|
X
|
|
|
39
|
Airplane
|
|
|
X
|
|
|
#
|
Words
|
Understands
|
Signs
|
Vocalize
|
2 Word phrase
|
Date
Confirm
|
40
|
Clap
|
X
|
|
|
|
- - -
|
41
|
Give me five
|
X
|
X
|
|
|
- - -
|
42
|
Sit
|
X
|
X
|
4/8/13
|
|
- - -
|
43
|
Blow nose
|
X
|
|
|
|
- - -
|
44
|
Give me
|
X
|
|
|
|
- - -
|
45
|
Hat
|
X
|
|
X
|
|
- - -
|
46
|
Jump
|
X
|
|
X
|
|
- - -
|
47
|
Turn
|
X
|
|
X
|
|
- - -
|
48
|
Spin
|
X
|
|
X
|
|
- - -
|
49
|
Open
|
X
|
|
4/27
|
|
- - -
|
50
|
Close
|
X
|
|
5/18
|
|
- - -
|
51
|
Bounce
|
X
|
|
|
|
- - -
|
52
|
Turn page
|
X
|
|
|
|
- - -
|
53
|
Run
|
X
|
|
X
|
|
- - -
|
54
|
Dad
|
X
|
|
X
|
|
3/28
|
55
|
Out
|
X
|
|
X
|
|
3/28
|
56
|
Help
|
X
|
|
X
|
|
4/3
|
57
|
Cow
|
X
|
|
X
|
X
|
4/4
|
58
|
Pow-Pow
|
X
|
|
X
|
|
4/4
|
59
|
Woof –Woof
|
With
toy gun
|
|
X
|
|
- - -
|
60
|
Elmo
|
X
|
|
X
|
|
4/4
|
61
|
Kick
|
X
|
|
X
|
|
- - -
|
62
|
Kiss
|
X
|
|
X
|
|
- - -
|
63
|
Brush Hair
|
X
|
|
|
|
- - -
|
64
|
Brush Teeth
|
X
|
Teeth-5/17
|
Teeth-5/17
|
|
- - -
|
65
|
Step
down/up
|
X
|
|
X
|
|
5/2
|
66
|
Thank you
|
X
|
|
X
|
|
4/29
|
67
|
Milk
|
X
|
|
X
|
|
4/24
|
68
|
Circle
|
|
|
X
|
|
5/16
|
69
|
Cheese
|
X
|
X
|
|
|
4/15
|
70
|
Outside
|
X
|
|
X
|
|
4/12
|
71
|
Ciao
|
X
|
|
X
|
|
4/17
|
72
|
Hola
|
X
|
|
X
|
|
4/18
|
73
|
I did it
|
X
|
|
X
|
|
4/18
|
74
|
Bravo
|
X
|
|
X
|
|
4/18
|
75
|
High five
|
X
|
|
X
|
|
4/25
|
76
|
Keys
|
X
|
|
X
|
|
4/29
|
77
|
Light
|
X
|
|
X
|
|
4/29
|
78
|
Bathtime
|
X
|
|
|
|
5/1
|
79
|
Again
|
X
|
|
X
|
|
|
80
|
Hotdog
|
|
|
X
|
|
|
81
|
Good Job
|
|
|
X
|
|
|
#
|
Words
|
Understands
|
Signs
|
Vocalize
|
2 Word phrase
|
Date
Confirm
|
82
|
Eyes
|
X
|
|
X
|
|
|
83
|
Nose
|
X
|
|
X
|
|
|
84
|
Syrup
|
|
|
|
|
|
85
|
C-Drop
|
X
|
|
X
|
|
8/-/13
|
86
|
Chair
|
X
|
|
X
|
|
6/-/13
|
87
|
On
|
X
|
|
X
|
|
6/-/13
|
88
|
Swing
|
X
|
|
X
|
|
6/-/13
|
89
|
Pit
|
X
|
|
|
|
6/-/13
|
90
|
Diaper
|
|
|
X
|
|
8/-/13
|
91
|
Gym
|
|
|
X
|
|
8/-/13
|
92
|
Play
|
X
|
|
X
|
|
7/-/13
|
93
|
Ready Set Go
|
X
|
|
X
|
|
5/-/13
|
94
|
Moo
|
X
|
|
X
|
|
8/-/13
|
95
|
Hello
|
X
|
|
X
|
|
3/13/13
|
96
|
One
|
|
|
X
|
|
7/-/13
|
97
|
Two
|
|
|
X
|
|
7/-/13
|
98
|
Garbage
|
X
|
|
|
|
6/-/13
|
99
|
Toes
|
|
|
X
|
|
7/-/13
|
100
|
Sleep
|
X
|
|
|
|
6/-/13
|
101
|
Cut
|
|
|
X
|
|
8/-/13
|
102
|
Tomorrow
|
|
|
X
|
|
9/-/13
|
