Graduate Clinician: Abigail Seef
Supervisor: Molly Aceves
XX Treatment Plan
Short-term
Goals
GOAL
Goal 1
XX will produce
initial position
/l/ blends in
words with 80%
accuracy
provided no
model.
Goal 2
XX will produce
initial and
medial /l/ at the
1-2 sentence
level with 85%
accuracy given
no model and
mild verbal
cueing
Method
Rationale
How are you
doing this
task?
Why you’re
doing this task?
Graduate
clinician will
present
picture +
word cards
and ask XX
to produce
them.
Graduate
clinician read
short stories
containing
initial and
medial /l/
words to XX
and ask him
to retell
them.
This task
supports XX’s
long-term goal
of producing
age-appropriate
sounds.
According to his
performance on
the GFTA-3,
XX’s speech
production
skills are below
average for his
age group for
medial and final
/l/ and /l/ blends.
This task
supports XX’s
long-term goal
of producing
age-appropriate
sounds.
According to his
performance on
the GFTA-3,
XX’s speech
production
skills are below
Materials
Include any games, incentives, materials to
target the goal adequately.
Materials: 10 /l/ blend words from picture + word
cards
Materials: Three short stories containing medial
and initial /l/ words (with four – five specific
targets per story) (see end of document) and
answer questions related to the story. Can cue
to say answers in a full sentence.
Support
Include any
visual aids,
models,
and/or cueing
Verbal cues:
“Use a strong
/l/ sound”
“Slow down”
“Can you fix
that for me?”
“Watch my
mouth.”
“Try that
again”
Verbal Cues:
“Use a
strong /l/
sound”
“Slow down”
“Can you fix
that for me?”
“Watch my
mouth.”
*ask about
part of the
story again to
elicit /l/ word
Scaffolding
Step Ups
How to make this task a bit
more challenging?
Step Downs
How to make this task a little
less challenging?
More challenging:
 Carrier phrase
 Move to phrase level
Less Challenging:
 Delayed model
 Immediate model
 Immediate model
plus visual cue,
where tongue should
be in mouth (etc)
Initial level of support: Mild
verbal cueing, NO MODEL
More challenging:
No model + no verbal cueing
Less challenging:
1. Verbal cueing
2. Immediate model and
verbal cueing
3. Immediate model at
phrase level
4. Immediate model at
Graduate Clinician: Abigail Seef
Supervisor: Molly Aceves
average for his
age group for
medial and final
/l/ and /l/ blends.
Goal 3
XX will
manipulate
initial, medial,
and final
sounds in
CVC words
with 90%
accuracy
given mild
visual and
verbal cueing
Goal 4
XX will
auditorily blend
CVCC and
CCVC words
with 90%
accuracy given
no model and
mild visual and
verbal cueing.
Graduate
clinician will
provide a
“ladder”
scaffold and
instruct XX
to change
one sound in
a word at
each “rung”
of the ladder
as he writes
them down.
For example:
“Write ‘cat.’
Now, make
‘cat’ into
‘sat.’” Etc.
By targeting
phonological
awareness, this
task supports
XX’s long-term
goal of
improving preliteracy skills in
the academic
setting.
Graduate
clinician will
provide each
sound of the
target word
while
pointing to
four squares
on a piece of
paper. XX
will produce
By targeting
phonological
awareness, this
task supports
XX’s long-term
goal of
improving preliteracy skills in
the academic
setting.
word level
5. Immediate model at
sound level
Materials: “Word Ladder” Scaffold
Words: (See list at end of document)
In school, XX is
receiving
speech and
language
services for
reading, so
targeting this
skill
complements
his work in that
setting.
Materials: 10 words: 5 CVCC, 5 CCVC
Verbal Cues:
“Do you want
to hear the
word again?”
“Listen for
the sound
that’s
different.”
“Watch my
mouth.”
“Take your
time.”
Verbal cues:
Attentional
(Example:
“Are you
ready for your
sounds?”)
and
Instructional
(Examples:
“Watch me
say it” “Put
More challenging:
 No visual cueing (no
ladder)
Less challenging:
 Slow rate
 Repetition of word
 Direct questioningwhich sound is
changing?segmenting is a
strength so use that
to get to the correct
word
More challenging:
 No visual scaffold
Less challenging:
 Repetition of target
 Forward changing
 Choral model
Graduate Clinician: Abigail Seef
the word.
In school, XX is
receiving
speech and
language
services for
reading, so
targeting this
skill
complements
his work in that
setting.
Supervisor: Molly Aceves
the sounds
together”)
Visual
Scaffold:
Draw four
squares on
piece of
paper and
point to each
while
providing
each sound.
Words for Goal 1:
1. See picture cards
Goal 2:
Story 1
One night, Matt had a dream that he met Master Lloyd Montgomery Garmadon who came to save him from a large Lego that was about to fall on his
house. No one knows how that Lego landed in the tree right outside Matt’s bedroom, but Lloyd and Matt knew they needed to fix the situation quickly.
Lloyd made Matt the leader of the mission and told him that everything he needed to save his house from the large lego was in his toy box. Matt was
scared, he was just a kid and didn’t know how his toy box could possibly help him, the only things in there were more legos and a giant lollipop he
had saved from his birthday. All of the sudden, Matt realized that he was a strong leader and he could fix this. He tossed the sticky lollipop out the
window and it landed perfectly, right in the middle of the giant lego. Then, Lloyd and Matt built a large lego tower that they climbed up. They were able
to grab the lollipop stick and safely bring the large lego down form the tree. They had saved the house and Matt was so excited that he could be a
Ninjago leader, even if it was just for one night.
Targets:
Lloyd
Lego
Large
Leader
Lollipop
Questions: Who came to save Matt?
Graduate Clinician: Abigail Seef
Supervisor: Molly Aceves
What was Lloyd helping Matt with?
What did Matt realize about himself that helped him fix the problem?
What objects helped Matt and Lloyd fix the problem?
Story 2
Lucy was turning eleven and it was time to start planning her birthday party. She knew she wanted to do something fancy so her mom suggested a
limo ride around town with all of her friends. Lucy loved this idea and she spent the next few weeks thinking about what a limo ride might be like
because she had never been in one. Her eleventh birthday finally came and she and all of her friends finally got to step inside the limo. It was more
exciting than Lucy could have ever imagined. There were purple and green lights that lit up the whole limo and everyone got a big glass of lemonade.
They were about ten minutes into their trip when all of the sudden they heard and felt a large thump. The lights went out and their lemonade spilled
everywhere. They quickly pulled over because the limo had a flat tire. Lucy was sad that her birthday party was ruined. Just then, her mom said,
“Lucy, look up I know how to save your party.” Lucy looked up and saw that they had parked right next to Pump it Up. Lucy and her friends all went
inside and spent the afternoon jumping on all of the blow up obstacles. Lucy said it was the best eleventh birthday she could have ever wished for.
Targets:
Lucy
Eleven
Limo
Lights
Lemonade
Who’s birthday was it?
How old was she turning?
What did her mom suggest for her birthday party?
What did everyone get to drink inside the Limo?
What problem happened inside the Limo?
Story 3
John was watching the news one day when he heard of a sour lemon eating contest that was happening the next day. Weirdly enough, lemons were
his favorite food so he knew he had to participate. The next morning, he woke up, ate his breakfast and headed to the lemon eating context. Every
participant received a plate with 100 lemon slices. John got a little nervous, he current lemon eating record was 32 slices so he wasn’t sure how he
would do. He licked his lips in preparation and the judge said “you have 5 minutes, on your mark, get set, go!” John starting eating lemon slices
faster than ever. The lemon slices on his plate were disappearing faster and faster. John was about to reach for the last lemon slice when the judge
said “time’s up, everyone stop eating the lemons.” The whole crowd and the judge ran to John. John was so focused on eating the lemons, he didn’t
realize he was the only person to make it through all five minutes, everyone else only made it through the first 2 minutes. Johns lips and mouth never
felt so sour but he was so proud that he was the town’s lemon eating champion.
Graduate Clinician: Abigail Seef
Supervisor: Molly Aceves
Targets:
Lemon
Plate
Slices
Lips
What kind of contest did John participate in?
How many slices was he given?
What held the 100 lemon slices?
What part of John’s mouth felt really sour?
Words for Goal 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Bag
Tag
Rag
Rug
Pug
Pun
Pan
Tan
Ten
Den
Words for Goal 4:
CCVC
1. Flag
2. Drum
3. Crab
4. Skip
5. Plan
Words for Goal 4:
CVCC
1. Band
2. Fast
3. Hint
4. Milk
5. Sand
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Sad
Mad
Man
Ran
Rat
Sat
Mat
Met
Men
Pen
Graduate Clinician: Abigail Seef
Supervisor: Molly Aceves