SLAN0004: Developmental Language Therapy Session Plan Report

This report details a speech therapy session plan designed for a student, Kayden, with speech and language disorders. The plan, developed for the SLAN0004 module, outlines objectives to improve Kayden's communication and understanding of words, as well as his overall cognitive abilities. The intervention includes pictorial studies and word/sentence exercises, supported by collaboration among parents, teachers, and a speech-language therapist (SLT). The plan incorporates motivational techniques and strategies for adapting activities based on the child's progress. Outcomes are measured through improved communication and comprehension, with potential deterrents like stigma addressed through support and education. The report emphasizes the importance of stakeholder collaboration and ongoing assessment to ensure effective language development and communication skill acquisition.

Session Plan
Student:
Setting:
Date:
Client:
Age:
Length of Session:
Session number:
Section A
Objectives being worked towards
Kayden has developed speech and language disorders. As a result, he is unable to
develop activities related to language development owing to his poor language condition.
Among the fundamental failures includes failure in developing effective communication
due to the poor pronunciation of words. Also, poor communication is contributed by lack of
understanding of the meaning of words in a conversation. In addition, the language problem
has affected his performance in school since he can not read words correctly resulting from
misinterpretation. Following the various challenges developed, there is a need to seek a
speech-language therapist (SLT) to offer language development service to Kayden. Among
the key objectives to be achieved following the adjudication of therapeutic services include,
improvement of Kayden’s language to ensure effective communication and understanding
of words usage in a conversation. Secondly, the services will improve the intelligence
capability of Kayden to enhance the observance of instruction and development of good
morals.

Activities and intervention techniques
The development of the therapeutic service will be conducted on several ways based
on the objectives to be met at the end of the exercise. The various activities include the
development of the pictorial studies which will be assigned a given value for identification.
The various photos will be used as a learning material for Kayden where he will be
expected to master the art and relate it with the assigned value. The relation and
identification method will enhance the development of Kayden’s mental capability since he
will develop the art of understanding and relating. Upon completion of the identification
and relation process, Kayden will be introduced to the study of words and sentences to help
improve in his language development. The activity will be developed through the
partnership between the parents, the teacher, the SLT and may even include a learning
support assistant to help on the improvement of Kayden learning process.

General support techniques
To support Kayden, the various parties should develop ways of motivating him.
Among the key activities that can serve as a source of motivation include the development
of appreciation based on his strengths (speech and language kids, 2019). The recognition
makes the child to develop a jovial mood and also to develop the urge to perform the act
repetitively to obtain more commendation. Also, Kayden should be offered a chance to
build a conclusion so that he can feel free from restriction by his disorder.

Modification of activities in relation to child change
To determine the effect of the therapy process, the various stakeholders should
develop an analysis of the Kayden’s change. Following the feedback obtained, the various
parties can consider changing the process if the program fails to meet the objectives of the
strategy development. Also, the stakeholders can consider investing more time in the
program to allow for time to watch over Kayden’s performance. On the other hand,
whenever Kayden develops mastery on a given topic, the SLT should recommend an
increase in the technicality of the therapy process to enhance the development of critical
qualities and skills.

Section B
Outcomes for the measuring process
Following the effective execution of the speech and language therapy process,
Kayden should have acquired the necessary skills as outlined in the process objectives. In
this aspect, Kayden should develop effective communication skills through which he can
express himself. In addition, Kayden should develop an understanding of the given
instruction. The outcomes can be monitored through the improvement of Kayden
performance following effective language development and communication.

Interventions that will deter the child from attaining objectives
The attainment of the objectives of the therapeutic process can be altered by various
factors which include stigma. Stigma lowers the client’s confidence to pursue the treatment
process and hence ends up not attaining the outlined objectives (Brown, 2017). Similarly,
lack of appreciation by the various stakeholders may lead to Kayden developing hatred to
the service and in return not attain the set objectives.
Activities that can be used for the selected approach
Following the adverse results that may result from stigma, the various stakeholders
should assist in deterring Kayden’s stigmatization by his peers. The teacher can warn the
rest of the students against laughing at Kayden based on his condition. Parents should also
offer protection to their son from external mocking to prevent stigma. The SLT and LSA
should provide training to the teacher and parents on how to cope with the negative
influence from society. In addition, the team can express love to Kayden to make him feel
loved and appreciated.

References
Brown, L. (2017). Understanding the influence of stigma and discrimination for the
functional limitation severity – psychological distress relationship a stress and
coping perspective. HHS public access, 150-160
Speech and language kids. (2019). Communication-based behaviour problems. Retrieved
from http://www.speechandlanguagekids.com/