Rationale -Substituting /w/ for /l/ is not developmentall appropriate for their age!

- "herap would begin wor#ing on initial position of words! "he child cannot produce in all positions$ so the easiest level to start at is the initial position!

Behavioral Objective - Rile will produce /l/ in the initial position of words when shown pictures with %&' accurac over (& trails!

Procedures and Materials Procedures - Rile will be see pictures containing /l/ words in the initial position and will sa them aloud! Materials - Pictures containing the necessar words! - tic tac toe - Reinforcement )*) fi+ed ratio of verbal praise ,*) fi+ed ratio one game of tic tac toe Cueing hierarch )! -mphasis on /l/$ sa ing it slowl $ then adding in the rest of the word (! .ive him a mirror to watch himself to see if ever thing is placed where it should be

Supervisor Comments

Rationale

Behavioral Objective

Procedures and Materials Procedures - Rile will watch and listen to clinician sa the sound and repeat / himself! Materials - Pla doh - Reinforcement )*) fi+ed ratio verbal praise 0*) fi+ed ratio pla with pla doh for one minute Cueing hierarch )! Show the difference between /s/ and / / with lip rounding (! 1se a mirror to show how articulators should be aligned 2! Model it for him

Supervisor Comments

- /t is not - Rile will produce / / developmentall given a model with %&' appropriate for Rile to accurac over (& trials! have difficultl with / /! - "herap would begin wor#ing on isolation of / /! "his would be the easiest s#ill to begin with since the child has not achieved it in isolation and needs to in order to carr it over to over all positions in words!

Rationale - /t is developmentall appropriate for child to have mastered the receptive language s#ill!

Behavioral Objective

Procedures and Materials Procedures - Rile will be given three pictures in which he will choose the picture that is described based on the adjectives used! Materials - 3egos - Reinforcement )*) fi+ed ratio verbal praise 0*) fi+ed ratio Rile can pla with legos for ( minutes! Cueing hierarch )! Remove on of the pictures so he onl has two to choose from (! 4dd an e+tra clue to 5uestion! 6or e+ample if the pictures were of a big dog and a small dog and clinician as#ed$ 78hich dog is bigger9: then add$ 78hich ta#es up most of the picture9:

Supervisor Comments

- Rile will choose the correct picture when given an adjective cue from three pictures with %&' accurac over (& - Start on receptive s#ill trials! first because the need to understand before the can spea#!

4! Rationale* "he goal / chose was substituting /w/ for /l/! /t is not developmentall appropriate for the child to be having the problem at this age! "he rationale begins with initial position because that is the easiest tas# to wor# on and he was recorded as able to produce /l/ in isolation! B! Behavioral Objective* Rile will produce /l/ in the initial position of words when shown pictures with %&' accurac over (& trails! C! Materials needed* "ic tac toe* board games includes board$ 7+: shapes and 7o: shapes 8ords used/seen on cards* 3eaf 3ips 3eash 3oc# 3a#e 3unch 3eg 3og 3amp 3ion 3amb 3lama 3ight 3i;ard 3id 3adder 3ime 3ollipop

3eopard 3emon

<! Instructions to Client* 7=ello Rile > "oda we are going to pla a game$ it will help wor# on the /l/ sound! ?ou are going to help me find some words on pictures / brought with me! /n this game$ / want to hear ou sa /l/ the best ou can! 4fter / hear them said the wa / li#e$ we@ll pla a game of tic tac toe! 3et@s give it a tr first!: Show Rile picture with lamb on it! 73oo# at this picture$ it has an animal in it$ that animal is a lamb! Can ou sa lamb for me9: Client responds correctl ! 7.ood job> 3et@s start>: -! Procedures* )*) fi+ed ratio verbal praise- 7.ood job$ #eep it up$ don@t forget to ma#e that good /l/ sound we practiced!: ,*) fi+ed ratio of one game of tic tac toe! 8hen Rile produces four correct responses of /l/ in the initial position$ he will pla one game of tic tac toe with the clinician! "his will reinforce him to correctl pronounce /l/ so he can pla the game again! 6! Correct Response* Rile is shown a picture of lion! 4fter loo#ing at the picture$ he sa s 7lion!:

.! Feedback to Correct Response* Clinician listens for response and hears that it is correct! Clinician smiles and sa s 7"hat was great>: =! Incorrect Response* Rile is shown a picture of light! 4fter loo#ing at the picture$ he sa s 7white!: /! Feedback to Incorrect Response* Clinician listens for response and hears that it is incorrect! Clinician uses cueing hierarchies* )! -mphasis on /l/$ sa ing it slowl $ then adding in the rest of the word (! .ive him a mirror to watch himself to see if ever thing is placed where it should be A! No Achievement* 4ssuming the client did not achieve success$ even when given cueing hierarchies$ / would use shaping! / would go bac# and wor# on /l/ in isolation! Since he could not achieve /l/ in the initial position$ he ma need to go bac# and wor# on producing the letter on its own! / would change the behavioral objective to Rile producing /l/ in isolation given a model with %&' accurac over (& trials! =e would still have the same )*) fi+ed ratio verbal praise and ,*) fi+ed ratio tic tac toe game! Once he achieved master in isolation$ he could start wor#ing on /l/ in initial position again!