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Posted by lycableslp
on 10/30/2009, 9:27 pm
71.50.164.186
I sat in an annual review meeting for a child with Autism. I recommeded to the team to exit the child from speech. He met his goals for conversational turn taking and appropriate conversational interruptions. He also had goals for interdental lisp. He met the goal at the sentence level on structured task however he is not self monitoring or self correcting at the conversational level. He is on grade level and above. He is 100% intelligible except when he has a melt down or when speaking out of excitment. I recommended exiting because there isn't an educational impact. Mom wasn't comfortable because he still presented with a lisp. I explained the difference in educational vs clinical model. Then of course the teacher blind sided me by saying he is hard to understand in classroom. She stated that he has word order difficulties and he leaves the beginning sounds off of his words (totally not true). With her insinuating educational impact, I was bound to continue servicing him.
How do you handle situations like this?
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