Event Title

P-47 Correlation between Client Behavior, Therapy Productivity, and Statistical Improvement after a Three-Week Auditory Processing, Language and Literacy Intensive Intervention Program

Presenter Information

Joyce Figueroa

Start Date

2-28-2020 2:30 PM

Description

During the course of a three-week intervention program, the professors and graduate clinicians in the Department of Communication Sciences and Disorders at Andrews University used therapy programs, Color my Conversation, Differential Processing Training Program, Lindamood Phoneme Sequencing Program/Lively Letters, Visualizing and Verbalizing, outdoor games, and snack craft as interventions within areas of communication. Specific areas addressed included language, articulation, phonological awareness, and auditory processings, all of which are essential components of communication development. In order to measure the efficacy of the program, pre- and post-test results were collected from school-aged children who have some level of difficulties in the areas of communication stated previously. In addition, behavioral observation was documented to determine a correlation between behavior, therapy productivity and statistical improvement.

Acknowledgments

Undergraduate Research Scholar

Mentors: Darah Regal & Lara Scheidler-Smith, Communication Science & Disorders

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Feb 28th, 2:30 PM

P-47 Correlation between Client Behavior, Therapy Productivity, and Statistical Improvement after a Three-Week Auditory Processing, Language and Literacy Intensive Intervention Program

During the course of a three-week intervention program, the professors and graduate clinicians in the Department of Communication Sciences and Disorders at Andrews University used therapy programs, Color my Conversation, Differential Processing Training Program, Lindamood Phoneme Sequencing Program/Lively Letters, Visualizing and Verbalizing, outdoor games, and snack craft as interventions within areas of communication. Specific areas addressed included language, articulation, phonological awareness, and auditory processings, all of which are essential components of communication development. In order to measure the efficacy of the program, pre- and post-test results were collected from school-aged children who have some level of difficulties in the areas of communication stated previously. In addition, behavioral observation was documented to determine a correlation between behavior, therapy productivity and statistical improvement.