This is a treatment note and for a child with a speech sound disorder whom I worked with at LADD Lane Elementary. This child made rapid progress with the traditional articulation approach by targeting sounds in the following hierarchy: isolation, syllables, words, phrases, sentences, and conversation (Bauman-Waengler, 2020). In reflection, I would have liked to use the continuous data collection method in addition to the cold probe data collection method. The cold probe data collection method is beneficial for independent carry over from the previous session whereas the continuous data collection method would have allowed me to better track the child's productions across trials. I believe that I now have the skills to track continuous data within group sessions and better manage behaviors of students to ensure an adequate number of target opportunities. 

Bauman-Waengler, J. (2020) Chapter 9: Therapy for articulation disorders. In Articulation and phonology in speech sound disorders a clinical focus (pp. 285-341). Pearson Education Inc

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This is a treatment lab I created with Sofia Capdevila and Kelsi Branson for my Articulation and Phonology course. This lesson plan was developed to target a mock client's phonological process of fronting. The minimal opposition approach is well suited for child with mild speech sound disorders with a goal of eliminating phonological processes (Storkel, 2022). This assignment was beneficial to my learning in treatment planning and understanding phonological processes as an early clinician. 

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Storkel, H. L. (2022). Minimal, Maximal, or Multiple: Which Contrastive Intervention Approach to Use With Children With Speech Sound Disorders? Language, Speech & Hearing Services in Schools, 53(3), 632–645. https://doi.org/10.1044/2021_lshss-21-00105

This is a presentation I made in collaboration with Eula Nazareth-Koo, Vanessa Rodriguez, and Kaitlyn Doktorczyk for my Articulation and Phonology course. This case study contains assessment results assessment results from the Goldman Fristoe Test of Articulation-3 (Goldman & Fristoe, 2015), Khan-Lewis Phonological Analysis-3 (Khan & Lewis, 2015), and Bilingual Articulation and Phonology Assessment (Fernandes et al., 2011). It also features goals, a treatment plan, and a family carryover component for a bilingual child. This project contributed to my practice in bilingual assessment and treatment, family involvement, and speech-sound disorders as a whole. When working with bilingual children, it is important to utilize a holistic approach by assessing, treating, and monitoring the child in both languages to ensure age-appropriate phonological skills across the board (Goldstein & Fabiano, 2007). This project also emphasized the importance of communicating with parents in their preferred language to ensure understanding and agreement. 

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Goldstein, B. A., & Fabiano, L. (2007). Assessment and Intervention for Bilingual Children with Phonological Disorders. ASHA Leader, 12(2), 6–31. https://doi.org/10.1044/leader.ftr2.12022007.6