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SIMUCASE Don- Intervention (SLP) Transcript
Actual Exam 2026/2027: Exam with Correct
Answers | Latest Update | Graded A+ for Speech-
Language Pathology Success – Pass Guaranteed -
A+ Graded
Part 1: Case Background & Assessment Review
Client Demographics:
Name: Don (pseudonym)
Age: 7 years, 4 months
Gender: Male
Diagnosis: Speech Sound Disorder (SSD) - consistent with Childhood Apraxia of Speech (CAS)
characteristics; comorbid Language Disorder
Relevant Medical History: Premature birth (32 weeks gestation), low birth weight,
developmental delay identified at age 2, early intervention services until age 3
Previous Assessment Results:
Standardized Test Scores:
GFTA-3 (Goldman-Fristoe Test of Articulation-3): Standard Score 72 (3rd percentile); significant
difficulties with consonant clusters and inconsistent vowel errors
KLPA-3 (Khan-Lewis Phonological Analysis-3): Atypical error patterns including inconsistent
productions, vowel errors, prosodic disturbances
CAS Diagnostic Checklist: 8/10 characteristics present (inconsistent errors, increased errors with
length/complexity, vowel errors, prosodic disturbances, groping, off-target movements, voicing
errors, difficulty with smooth transitions)
CELF-5 Core Language Score: 85 (16th percentile); mild receptive language delay, moderate
expressive language delay
Informal Measures:
Connected Speech Sample: 35% intelligibility with unfamiliar listeners; 65% intelligibility with
familiar listeners
,2
Motor Speech Evaluation: Difficulty with volitional oral motor tasks; diadochokinetic rates
below age expectations
Language Sample Analysis: MLU 4.2 (below expected 5.5+ for age); limited grammatical
morphology use
Communication Profile:
Receptive Language: Mild delay; follows 2-3 step directions with visual supports; understands
basic concepts
Expressive Language: Moderate delay; uses 3-5 word phrases; word-finding difficulties;
grammatical errors
Articulation/Phonology: Severe SSD with CAS characteristics; inconsistent sound errors; vowel
distortions; prosodic disturbances; most difficulty with /r, l, s, z, θ, ð, ʃ, tʃ, dʒ/ and consonant
clusters
Fluency: Within normal limits
Voice: Within normal limits
Pragmatics: Age-appropriate social skills; maintains eye contact; appropriate turn-taking
Cognitive-Communication: Mild executive function difficulties (sustained attention, task
initiation)
Contextual Factors:
Home Environment: Lives with parents and older sister (age 9); English-speaking household;
middle socioeconomic status; supportive parents actively involved in therapy
School Setting: Second grade, general education classroom with speech-language services (30
min, 2x/week); receiving reading support (RTI Tier 2)
Support Systems: Parents attend sessions regularly; strong family involvement; private SLP
services supplementing school-based therapy
Cultural/Linguistic Background: Monolingual English speaker; no dialectal differences affecting
intelligibility
Previous Intervention History:
Ages 2-3: Early intervention (birth-3 program) - 1x/week; focused on early language stimulation
Ages 3-7: School-based speech therapy; traditional articulation approaches initially; limited
progress noted
, 3
Current Private Therapy: 6 months using Dynamic Temporal and Tactile Cueing (DTTC)
approach; significant improvement in consistency of productions and intelligibility over past 3
months
Current Goals and Objectives:
Long-Term Goal (LTG):
Don will increase speech intelligibility in connected speech to 80% with unfamiliar listeners
within 12 months using evidence-based motor learning principles.
Short-Term Objectives:
Don will produce /s/ in initial position of single words with 80% accuracy using minimal tactile
cues across 3 consecutive sessions.
Don will produce /s/ in final position of single words with 75% accuracy using visual/verbal cues
across 3 consecutive sessions.
Don will produce /s/ in structured phrases (e.g., "I see the ___") with 70% accuracy across 3
consecutive sessions.
Don will demonstrate self-monitoring skills by identifying correct/incorrect productions of /s/
with 80% accuracy during structured activities.
Part 2: Intervention Session Transcript Analysis
Session Plan:
Date: March 14, 2026
Session Duration: 45 minutes
Objective: Target /s/ in initial position at word and phrase levels using DTTC hierarchy
Materials: Mirror, tactile tools (tongue depressor), picture cards with /s/ initial words, visual cue
cards, token board for reinforcement, data collection sheet
Data Collection Method: Correct/incorrect tally with cue level documentation
(Tactile/Simultaneous/Delayed/Visual/Verbal/Independent)
SESSION TRANSCRIPT:
[Setting: Therapy room with table, mirror, materials organized. Don enters with mother.]
[Line 1] Clinician: "Good morning, Don! I'm so glad to see you today. Are you ready to work on
our 'snake sound'?"
[Line 2] Don: "Yeah! /s/ /s/ /s/!" [Produces sustained /s/ with visual cue from clinician, 80%
accuracy]
SIMUCASE Don- Intervention (SLP) Transcript
Actual Exam 2026/2027: Exam with Correct
Answers | Latest Update | Graded A+ for Speech-
Language Pathology Success – Pass Guaranteed -
A+ Graded
Part 1: Case Background & Assessment Review
Client Demographics:
Name: Don (pseudonym)
Age: 7 years, 4 months
Gender: Male
Diagnosis: Speech Sound Disorder (SSD) - consistent with Childhood Apraxia of Speech (CAS)
characteristics; comorbid Language Disorder
Relevant Medical History: Premature birth (32 weeks gestation), low birth weight,
developmental delay identified at age 2, early intervention services until age 3
Previous Assessment Results:
Standardized Test Scores:
GFTA-3 (Goldman-Fristoe Test of Articulation-3): Standard Score 72 (3rd percentile); significant
difficulties with consonant clusters and inconsistent vowel errors
KLPA-3 (Khan-Lewis Phonological Analysis-3): Atypical error patterns including inconsistent
productions, vowel errors, prosodic disturbances
CAS Diagnostic Checklist: 8/10 characteristics present (inconsistent errors, increased errors with
length/complexity, vowel errors, prosodic disturbances, groping, off-target movements, voicing
errors, difficulty with smooth transitions)
CELF-5 Core Language Score: 85 (16th percentile); mild receptive language delay, moderate
expressive language delay
Informal Measures:
Connected Speech Sample: 35% intelligibility with unfamiliar listeners; 65% intelligibility with
familiar listeners
,2
Motor Speech Evaluation: Difficulty with volitional oral motor tasks; diadochokinetic rates
below age expectations
Language Sample Analysis: MLU 4.2 (below expected 5.5+ for age); limited grammatical
morphology use
Communication Profile:
Receptive Language: Mild delay; follows 2-3 step directions with visual supports; understands
basic concepts
Expressive Language: Moderate delay; uses 3-5 word phrases; word-finding difficulties;
grammatical errors
Articulation/Phonology: Severe SSD with CAS characteristics; inconsistent sound errors; vowel
distortions; prosodic disturbances; most difficulty with /r, l, s, z, θ, ð, ʃ, tʃ, dʒ/ and consonant
clusters
Fluency: Within normal limits
Voice: Within normal limits
Pragmatics: Age-appropriate social skills; maintains eye contact; appropriate turn-taking
Cognitive-Communication: Mild executive function difficulties (sustained attention, task
initiation)
Contextual Factors:
Home Environment: Lives with parents and older sister (age 9); English-speaking household;
middle socioeconomic status; supportive parents actively involved in therapy
School Setting: Second grade, general education classroom with speech-language services (30
min, 2x/week); receiving reading support (RTI Tier 2)
Support Systems: Parents attend sessions regularly; strong family involvement; private SLP
services supplementing school-based therapy
Cultural/Linguistic Background: Monolingual English speaker; no dialectal differences affecting
intelligibility
Previous Intervention History:
Ages 2-3: Early intervention (birth-3 program) - 1x/week; focused on early language stimulation
Ages 3-7: School-based speech therapy; traditional articulation approaches initially; limited
progress noted
, 3
Current Private Therapy: 6 months using Dynamic Temporal and Tactile Cueing (DTTC)
approach; significant improvement in consistency of productions and intelligibility over past 3
months
Current Goals and Objectives:
Long-Term Goal (LTG):
Don will increase speech intelligibility in connected speech to 80% with unfamiliar listeners
within 12 months using evidence-based motor learning principles.
Short-Term Objectives:
Don will produce /s/ in initial position of single words with 80% accuracy using minimal tactile
cues across 3 consecutive sessions.
Don will produce /s/ in final position of single words with 75% accuracy using visual/verbal cues
across 3 consecutive sessions.
Don will produce /s/ in structured phrases (e.g., "I see the ___") with 70% accuracy across 3
consecutive sessions.
Don will demonstrate self-monitoring skills by identifying correct/incorrect productions of /s/
with 80% accuracy during structured activities.
Part 2: Intervention Session Transcript Analysis
Session Plan:
Date: March 14, 2026
Session Duration: 45 minutes
Objective: Target /s/ in initial position at word and phrase levels using DTTC hierarchy
Materials: Mirror, tactile tools (tongue depressor), picture cards with /s/ initial words, visual cue
cards, token board for reinforcement, data collection sheet
Data Collection Method: Correct/incorrect tally with cue level documentation
(Tactile/Simultaneous/Delayed/Visual/Verbal/Independent)
SESSION TRANSCRIPT:
[Setting: Therapy room with table, mirror, materials organized. Don enters with mother.]
[Line 1] Clinician: "Good morning, Don! I'm so glad to see you today. Are you ready to work on
our 'snake sound'?"
[Line 2] Don: "Yeah! /s/ /s/ /s/!" [Produces sustained /s/ with visual cue from clinician, 80%
accuracy]
