Speech-Language Pathology: Clinical Practice and Procedure | My Paper Hub
Case study 1
The diagnosis for the
client is v...
Case study 1
The diagnosis for the
client is voice disorder. It is because the teacher manifests all the symptoms
of the disorder in that her voice is now hoarse, and her vocal quality is also
breathy (Beitchman & Brownlie, 2014). Moreover, she has a
history of projecting her voice above her maximum vocal intensity and also
speaks a lot which are risk factors for the voice disorder. It is the presence
of the precipitating courses coupled with the use voice history that informed
the diagnosis of the teacher with the voice disorder.
One of the most appropriate
assessment procedures for voice disorder is the perceptual evaluation of the
voice of the individual. It involves the evaluation of the loudness of the
voice in that assessing the ability to go loud or soft. There is also the
assessment of the pitch of the individual while stepping or gliding up and down
the scale of the voice. The number of words said per breath is also noted to
assess the fatiguability of the voice of the individual and also the quality of
the voice of the patient (Beitchman & Brownlie, 2014).
The major therapy target
that is a client-specific strategy to be used is the Vocal Function. The
approach used is the Vocal Function Exercises, which involves three major
components which are warm up, pitch glides that may be high or low and also
sustained vowel phonation at the various selected pitches (Roth,
2010). The exercises will be performed at a given number of timers on a
daily basis and have room to be done correctly and also incorrectly with each
attempt being to make it better than the previous time. The main aim is to
produce the phonemes in a flow mode of phonation or rather with a resonant
voice is the main aim of the exercises. It is the continued exercising that is
bound to result in the strengthening of thyroarytenoid muscle that is the body
of the vocal folds and hence improve the coordination of the various muscles of
the larynx that need to be coordinated to achieve coherent speech (Roth,
Case study 2
Joseph is suffering from
Aphasia. It is because his medical history indicates that he experienced a left
CVA and also sustained a lesion of the frontal lobe which is a major risk
factor for language disorders more so Aphasia because he has difficulty with
his speech in that he cannot construct sentences that make sense and hence
cannot be understood (McGowan, 2012).
The assessment procedure
that may be efficient in the case of Joseph is the static method whereby it
uses the procedures that are designed to give a good description of the
functioning at relevant domains. It entails the documentation of the relevant
case history that includes education, medical history, occupation, cultural
factors and also the linguistic background of the patient (McGowan,
2012). There is then a review of the sense of the individual. The
patient is then reviewed for their auditory comprehension of language, the
verbal expression, reading and writing and then their functional communication
to pinpoint all the areas that they have difficulty in at the time.
The ideal therapy target is
the reengagement of the patient in life. It aims at ensuring that the
individual can fit back in society regarding communication so as to ensure that
they return to active, healthy life endeavors (McGowan,
2012). The best approach or method to take the intervention is the
"life participation approach to aphasia" (LPAA) that is a
client-specific strategy that involves offering support to the patients of
Aphasia to enable them achieves their immediate and also long term goals (Beitchman
& Brownlie, 2014). The concern of the life of the patients is at the center of
decision-making in this model or therapy technique. It, therefore, helps the
client to select and also actively participate in the recovery process and
hence have the potential for reducing the consequences of the disease and also
Case study 3
Jessica is suffering from a
language disorder since she has slowed developmental milestones in her written
and spoken language. She has not made the required developmental milestones
that she should have made at her age of 10 whereby her spoken language should
be better formed and her ability to use morphemes should also be enhanced to
the level of the other children (Roth, 2010).
The appropriate assessment
procedure for the language disorder is the dynamic assessment which is the
method of conducting language assessment seeking to identify the skills that
the individual may have and also sharing their learning potential (Roth,
2010). It emphasizes the learning process and also takes into account
for the amount and nature of the investment of the examiner. It is a process
oriented approach and also highly interactive.
The targeted therapy is for
the phonology of the child. The phonological approach aims at helping the child
internalize the rules of phonology and also generalize the rules for the other
sounds that are within the pattern (Roth, 2010). The use of distinctive
feature therapy will further focus on the elements of the phonemes that may be
lacking for the child and is used majorly among the children whose primary
substitute one sound for another just as the case with Jessica. It involves the
use of tasks comparing the phonetic elements and features to the targeted sound
with those that substitute it or in some cases some contrasts in sound. With
time, the patterns that are within the features of the phonemes can be
identified and also targeted hence producing one contrast often generalizing to
other sounds that happen to share the target feature at the particular time (Roth,
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