PROGRESS REPORT EXAMPLE - CHILD

INDIVIDUAL’S NAME (Last, First, M.I.) DATE OF BIRTH ASSISTS NO.

xxxxxx
INDIVIDUAL’S ADDRESS (No., Street, City, State, ZIP)

RESPONSIBLE PERSON’S NAME PHONE NO. (Include Area Code)

PROVIDER / AGENCY NAME DATE OF EVALUATION DATE OF REPORT

University of Arizona Speech-Language and Hearing Clinics 03/06/2009 12/9/2011

Cass Faux, M.S., CCC-SLP
PROVIDER / AGENCY ADDRESS (No., Street, City, State, ZIP)

1131 E. 2nd Street, P.O. Box 210071, Tucson, AZ 85721-0071

PHONE NO. (Include Area Code) FAX NO. (Include Area Code) DISCIPLINE / THERAPY

(520) 621-7070 (520) 621-9901 Occupational Speech

PHYSICIAN’S NAME Physical
CPT CODE (Optional) DIAGNOSIS SUPPORT COORDINATOR’S NAME

92507 Other Developmental Articulation

Disorder with possible Childhood
QUARTERLY REPORT DATES
Apraxia of SpeechNO-SHOW / CANCELLATION DATES AND REASON FOR MISSED APPOINTMENTS

From: 08/31/2011 To: 10/19 (client cancelled), 11/16 (clinician cancelled due to illness)
12/7/2011
DATE Error!
THERAPY FIRST Not DATE
STARTED a valid
THERAPY STARTED WITH CURRENT PROVIDER MODEL OF SERVICE

bookmark self-reference.
10/27/2008 10/27/2008 Participation based/routine
based/consultative
LOCATION OF SERVICE RECOMMENDED LEVEL OF SERVICE
Group 1:1
FREQUENCY / DURATION OF AUTHORIZED SERVICE
Grunewald-Blitz Clinic (GBC) 1x/week 1x/week
DATES OF SERVICE
08/31, 09/07, 09/14, 09/21, 09/28, 10/5, 10/12, 10/26, 11/2, 11/9, 11/30, 12/7
SUMMARY OF COLLABORATION / COORDINATION AND TRAINING WITH OTHER PROVIDERS

N/A
BRIEF BACKGROUND SUMMARY
XXXX is a 7-year, 8-month old boy with a severe expressive speech and language disorder, and possible
Childhood Apraxia of Speech (CAS). He began receiving speech and language services at the
Grunewald-Blitz Clinic (GBC) at the University of Arizona (UA) in October 2008. At that time, he
presented with only four intelligible words. In kindergarten he used an augmentative and alternative
communication (AAC) device in order to facilitate interactions in the classroom. Use of the AAC device
was discontinued due to improvement in intelligibility and language skills. In May of 2009, XXXX
discontinued therapy at the GBC to become a participant in a CAS research study at the UA. He
participated in the study until November 2009 and in January 2010, he resumed therapy at the GBC. He
attended therapy once per week since that time.
Last semester, summer 2011, XXXX worked on past tense at the phrase level, pronoun use,
intelligibility via production of multisyllabic words and the vowel /ae/. Probes at the beginning of fall
2011 revealed that XXXX correctly used pronouns in 83% of opportunities. XXXX, however, did not
use past tense in any opportunities during story retell. He produced multisyllabic words that were trained
in summer 2011 with 50% accuracy, and novel words with 25% accuracy. His production of /ae/ was
judged accurate in 21% of opportunities at baseline. Therefore, all of the previous goals except for
pronoun use were targeted in therapy this semester.
 PROGRESS REPORT (continued)
Outcomes should be ISP / IFSP / Person-Centered Plan driven.
Functional outcomes must be specific, measurable and time-limited.
FUNCTIONAL OUTCOME: By December 2011, in order to improve intelligibility, XXXX will produce
multisyllabic words with 80% accuracy given visual cues in a structured activity. Error! Not a valid
bookmark self-reference.
PROGRESS ON STRATEGIES / ACTIVITIES
At the beginning of the semester, XXXX produced multisyllabic words previously trained during the summer of
2011 with 50% accuracy, and novel words with 25% accuracy, when presented with picture cue cards. This
goal was targeted using the Dynamic Temporal Tactile Cueing (DTTC) approach (Strand, Stoeckel, and Baas,
2006). Target words were elicited after presentation of picture cards during games such as Candyland and
dominoes. By December, XXXX produced untrained multisyllabic words with 50% accuracy, and trained
words with 88% accuracy.
RECOMMENDATIONS
XXXX met this goal with trained words and improved his production of novel words. However, novel words
still challenged XXXX. It is recommended that future therapy continue targeting multisyllabic words using
DTTC to improve intelligibility. To facilitate multisyllabic word production, determine the consistency of
accurate production of words trained in fall 2011, then replace the consistent words with new ones.
FUNCTIONAL OUTCOME: By December 2011, in order to improve intelligibility, XXXX will produce the
vowel /ae/ at the sentence level with 80% accuracy given visual cues during a structured activity.
PROGRESS ON STRATEGIES / ACTIVITIES
Baseline data at the beginning of the semester revealed that XXXX continued to neutralize vowels, with
accuracy on the vowel /ae/ judged to be at 21% in sentences. This objective was targeted minimally during
summer 2011 due to limited time; therefore, it was continued during fall 2011. This semester, /ae/ production
was targeted using modeling, visual cues, and simultaneous production of the vowel during activities such as
reading a book, answering questions about the book, and in carrier phrases (i.e., “I spy a cat.”) By December,
XXXX’s production of CVC /ae/ at the sentence level was judged to be 40% accurate.
RECOMMENDATIONS
XXXX made progress on /ae/ production; however, this objective was not met. It is recommended that future therapy continue to
target production of the /ae/ vowel in CVC words at the sentence level in order to improve intelligibility. Therapy may provide visual
cues to increase XXXX’s awareness of his own productions.

FUNCTIONAL OUTCOME: By December 2011, in order to improve expressive language skills, XXXX will mark the regular past
tense at the phrase level with 70% accuracy given visual cues during narrative retell.

PROGRESS ON STRATEGIES / ACTIVITIES

In a language sample elicited at the beginning of this semester during story retell, XXXX used past tense given a prompt in 0% of
obligatory contexts. The approach to teaching regular past tense was two-fold. First, clinician models and picture cards were used to
explicitly teach the morphological marker. This was followed each session by conversational recasts while watching and retelling
episodes of “SpongeBob Squarepants.” By midsemester, XXXX produced regular past tense with 100% accuracy during drill and
35% accuracy during recast activities. Due to his success during drill and recast, a generalization activity was initiated. XXXX was
asked to speak in past tense with a novel conversational partner in a novel setting (i.e., the lobby). By December, given a prompt,
XXXX produced past tense in 45% of obligatory contexts during story retell to his clinician and in 40% of obligatory contexts with a
new conversational partner in the lobby.
RECOMMENDATIONS
Although the objective was not met, XXXX has made progress this semester. With prompts, he marked the regular past tense during
story retell. It is recommended that future therapy continue to target regular past tense using conversational recast and generalization
activities to improve expressive language skills.
JUSTIFICATION OF CONTINUED THERAPY AS IT RELATES TO OUTCOMES IN ISP / IFSP / PERSON-CENTERED PLAN
XXXX made progress this semester; however, he did not meet all of his objectives. He continues to face challenges with new
multisyllabic words, vowel neutralization, and marking past tense spontaneously. He would benefit from therapy that continues to
address these issues.
HOME PROGRAM WITH PROGRESS / OVERSIGHT
XXXX and his father, xxxx, were provided a list of five words in the present tense to conjugate into the past tense and practice
speaking in sentences at home, along with a checklist of the days the homework was completed. New lists were provided each week.
Homework was reviewed in session on the week it was due.