I thought I’d share with you the discharge report from Bryce’s school district’s speech-language pathologist. (June 2012)
Bryce received speech-language pathology services through consultation with his Special Education Assistant (SEA), classroom and skill development teachers, and also through direct therapy. His communication goals and progress are also documented in his IEP.
During direct therapy sessions we again worked on understanding sentences in which the subject of the sentence is the important word (e.g. “The dog is pulling the sled” versus “The boy is pulling the sled”). If I stressed/repeated the subject, Bryce was more likely to choose the correct picture to match the sentence, but even then he sometimes still made mistakes. This indicates that Bryce is still paying more attention to the end of the sentences than he is to the beginning. Those working with Bryce need to be aware of this, so they can make sure that the most important information in what they tell him occurs at the end of the sentence rather than the beginning.
I also used an iPad with Bryce to work on various activities such as matching and categorization. Although Bryce often just chose things randomly at the beginning of each activity, if we kept going he would usually settle down, start paying attention, and try to choose the correct answer, and would also start repeating some of the words.