Clinical Management Plan and Session Plan for Joe.

Running head: CLINICAL MANAGEMENT PLAN AND SESSION PLAN FOR JOE 1
Clinical Management Plan and Session Plan for Joe
Name
Institutional Affiliation

CLINICAL MANAGEMENT PLAN AND SESSION PLAN FOR JOE 2
Clinical Management Plan and Session Plan for Joe
Introduction
This paper seeks to provide both management and session to help Joe improve his
language as it has been discovered by the teacher that he is developing a bit slowly as compared
to his fellow kids in class. Joe is 4 years and eight months old and attends his local Kindy. It
appears the Joe’s family has a language problem as his other twin boys aged 1 year and six
months old have been reported by Joe’s mother be having language difficulties. Joe also has a
twin sister who also seems to be developing at a typical rate and hence described by her parents
as a “chatterbox.” Joe was also reported to be a little late walking, however, his motor skills are
showed to be ‘fine.” Joe comes from a family with a history of learning difficulties as both Joe’s
uncle and father attended a Language Development Center. Joe has been fully assessed following
his teacher’s recommendation after being identified a feasible individual client for a speech
pathology study to work with weekly at school. Joe is never a kid who likes sitting and listening
at mat time and in the course of book-sharing activities. The teacher has described hi generally as
“a little immature,” however, he believes that Joe’s language skills remain of some concerns
compared to his peers in class, and hence is convinced Joe would significantly benefit from one-
to one speech therapy.
Part 1: Management Plan for Joe
Summary of the Child’s Communication Profile
The teacher is never much concerned regarding Joe’s general comprehension- as he
appears to follow instructions. Joe’s communication profile has fully been described as follows.
His language is able to become a little vague as well not specific occasionally. This has made the

CLINICAL MANAGEMENT PLAN AND SESSION PLAN FOR JOE 3
teacher to greatly wonder about Joe’s vocabulary and if Joe has occasional word-finding
challenges.
Another key feature is that when Joe is asked a question, his responses remain
occasionally a little off topic or even responds with incredibly short responses which appear to
showcase comprehension of the questions, yet solely partly. Joe’s sentences stay generally quite
short and he is never demonstrating a significant interest in stories and books nether does he have
a strong rhyme grasp and is very disinterested in print. When Joe is telling news, his recounts
remain short as well as lack any structure, and with very short sentences.
The assessment was performed with Joe for a single session of nearly 45 minutes and
outcomes are as follows. The information were gathered based on expressive vocabulary and
word class subtests on CELF-P2 and Squirrel story narrative and re-tell and comprehension
questions. Expressive vocabulary subtest assessed Joe’s ability to label given illustrations of
individuals, actions, and objects, also called referential naming. The results on expressive
vocabulary raw score-11 standard score-6.
Word classes subtest assed Joe’s capability of perceiving relationships between words
which stay linked by semantic class characteristics and to express such relationships. At about
half way, Joe was increasingly finding word class subtest assessment increasingly challenging
and was becoming hard to keep on task (Hegde, 2018). The assessor unearthed that he could not
continue and hence was discontinued from the task at a point when he really never wanted to
continue thus the outcome presented reported for Joe might be somewhat underestimated. The
word classes receptive raw score-8 standard score-5; and word classes’ expressive raw score-1
standard score-4.
Theoretical Rationale

CLINICAL MANAGEMENT PLAN AND SESSION PLAN FOR JOE 4
Based on the scores above, it is clear that Joe is in an urgent need of the 1 to 1 speech
therapy to help boost his scores as it is true that he is extremely performing way far below
averages in the two scores conducted. The main objective of these assessments were to gauge the
ability of the Joe in terms of language of language development. For instance, the Word class
subtest aims at evaluating the ability of Joe to understand the connection between words founded
on semantic class features, function/place/time of happening. This is extremely related to the
curriculum (Jayasinghe, 2016).
The evaluated abilities stay are significant in Kindergarten and elementary grade
curriculum for utilizing word connections to stress or extend word meanings in written or spoken
discourse to replace synonyms for early-acquired word forms; to edit text for meaning,
elaboration or precision; for developing semantic networks; and to enhance word retrieval. The
evaluated abilities for Joe relate to upper elementary as well as secondary school curriculum
objectives for abstracting alongside internalizing shared as well as non-shared meanings of
linked words. This explains why Joe needs an urgent therapy because the continual delay of such
therapy will negatively influence both his elementary and secondary abilities. Also, the assessed
areas have relationship with classroom activities (Shang, Chin & Kwang Guan Chan, 2015).
For instance, knowledge and precise utilization of words of meaning expressing in
written text is stressed by contrasting and comparing linked words for shared as well as non-
shared meaning characteristics, classifying words by semantic classes to formulate categories of
concepts as well as semantic networks, and utilizing synonyms and antonyms. Thus, the word
class assessment has significant intervention implications. As has seen in the result or scores, Joe
has received a below-average score and hence his errors can be classified based on the variables
in the item analysis or the subtest variables. This shall identify the association between words