Not sure where to start?
Know what the goal is but not sure how to get there or what to do?
This decision tree will give you an idea of where to start and what resources may help the student achieve a specific speech goal.
Remember, children may have multiple goals or areas in communication they are striving to achieve, but this decision tree is designed to focus on one goal. Repeat the decision tree to find a new result for a different goal.
HOW TO USE:
Pick a student you plan to work with.
Think of their PRIMARY concern. Answer the questions based only on the PRIMARY concern. The decision tree can be repeated again for secondary concerns.
Please see example case study for how the decision tree was used:
Shaun is a 6 year boy. He uses words to communicate and can combine his words into short sentences. He uses key word sign to support his speech. Though his sentences are not very long, his language skills are functional. He has a slightly husky voice, however the PRIMARY concern is that the words Shaun says are very difficult to understand. The teacher wants some ideas for improving Shaun’s speech clarity as he is very aware of his difficulties.
Is the child verbal (i.e. do they have any words that they use to communicate)?
Is your main concern the length of the sentences the child uses?
NO- Although the teacher has acknowledged that Shaun’s sentences are short, she is mainly concerned about the clarity of his speech.
Are you looking to increase their vocabulary by teaching them new words?
NO- This may be a future goal, but right now the teacher wants to work on Shaun’s clarity.
Is your main concern the grammar in their words? For example plurals, past tense, pronouns etc.
NO- This is not the primary concern.
Are their words clear and accurately pronounced?
NO- This is the teacher’s primary concern!
Consider looking at the section of the resource around Speech- Articulation and Phonology.