Rubric Assessment For National Louis University Finding Proj

Rubric Assessmentclose1word Finding Projectnational Louis University

Analyze a student's language profile based on observation and checklist data, identify potential word-finding difficulties, recommend appropriate assessments, and suggest classroom strategies for support, considering the student's diagnoses and observed behaviors.

Paper For Above instruction

Understanding and supporting language development in students with special needs, particularly those diagnosed with autism and Oppositional Defiant Disorder (ODD), requires a nuanced approach that integrates careful observation, targeted assessment, and strategic intervention. This paper presents a detailed analysis of a case study involving an 11-year-old girl, referred to as Susan, whose language profile exhibits characteristics of single word and discourse word-finding difficulties. By synthesizing observational data, checklist responses, and current research, the paper outlines comprehensive recommendations for further assessment and classroom strategies designed to facilitate her language development and overall participation in educational activities.

Introduction

Language development is a complex process that involves the coordinated use of vocabulary, syntax, and contextual understanding. For children with autism spectrum disorder (ASD) and ODD, language may be impeded by both neurological and behavioral factors, affecting their ability to retrieve specific words and respond to questions appropriately. The importance of early and precise identification of word-finding difficulties cannot be overstated, as these challenges often carry significant implications for academic achievement, social interaction, and self-esteem. This paper focuses on the case of Susan, analyzing her language profile through formal and informal observations and providing evidence-based recommendations for targeted assessments and interventions.

Case Study Overview and Observation Data

Susan is an 11-year-old student with a primary diagnosis of autism and a secondary diagnosis of ODD. She is functioning slightly below grade level and receives instructional support per her Individualized Education Program (IEP). Observations and checklist data reveal a specific profile of language strengths and weaknesses, particularly in word retrieval. Susan demonstrates a good understanding of spoken language and the social context for using specific words, which is evidenced by her correct usage of some vocabulary. However, she experiences notable difficulties in recalling names of people, places, and objects, often substituting vague phrases such as “you know” or “the thing.” Such substitutions, known as semantic or related substitutions, suggest difficulties with precise word retrieval rather than conceptual knowledge.

Analysis of Findings

The checklist responses and observational notes indicate that Susan exhibits behaviors characteristic of both single word retrieval and discourse retrieval challenges. Checkmarks in the “yes” column for questions 2, 3, 4d, 5, 6, 8, 9, 10, and 11 suggest that she often struggles to find the specific words required for effective communication. These challenges manifest when she forgets or substitutes words, often replacing them with generic fillers or related words, such as “the thing” or “you know,” which compromises the clarity of her messages. Notably, Susan can self-correct when she recognizes her mistake, and she demonstrates awareness of her language limitations during conversations.

Emotional responses to difficulty—such as anger or frustration—are exacerbated by her ODD diagnosis. Behavioral cues such as fist clenching or gestures further indicate her emotional response to language struggles. These behaviors highlight the emotional dimension of language retrieval difficulties and underscore the need for supportive classroom strategies that reduce frustration and promote successful communication.

Implications of Findings and Literature Review

Research indicates that word-finding difficulties significantly impact a child's ability to participate actively in classroom discussions, follow directions, and process new information (German, n.d.). Such difficulties often arise from deficits in lexical retrieval, which may be caused by various neurological or developmental factors. According to studies by Goldschmid, Singerman-Berman, and Telzak (2011), children with word retrieval issues often resort to semantic substitution or related word replacement, as observed in Susan’s case. These behaviors, classified within specific profiles like single word and discourse language impairment, suggest the need for thorough assessments that can differentiate between underlying cognitive and linguistic components of retrieval failures.

Assessment Recommendations

Given Susan’s observed behaviors and checklist responses, further assessment is necessary to accurately characterize her word-finding profile. The Test of Adolescent/Adult Word Finding (TAWF) and the Test of Word Finding in Discourse (TWFD) are recommended tools that align with her age and observed language patterns (German, n.d.). The TAWF assesses various aspects of lexical retrieval in more complex tasks, while the TWFD evaluates retrieval within conversational and contextual language use. Utilizing these assessments will help delineate whether her difficulties are primarily in single word retrieval, discourse processing, or both, thereby informing more targeted interventions.

Classroom Strategies and Supportive Interventions

In the meantime, practical classroom strategies can improve Susan’s communication experience and academic participation. For example, prompting her to describe objects to elicit specific vocabulary encourages active word retrieval and reinforces word meaning (German, n.d.). Presenting the initial syllable of words—such as “Do you mean the Mar… for marker?”—can serve as a cue that activates her lexical knowledge. Gestural supports, such as pointing or miming the object, can also facilitate word retrieval, especially when frustration surfaces.

Another effective strategy involves providing visual supports, including picture cues and illustrated vocabulary, to assist with retrieving specific words during discussions or writing activities. Additionally, allowing extra time and encouraging a non-pressured response environment helps reduce anxiety related to retrieval failures. Repeated exposure to targeted vocabulary through multisensory activities—such as reading, drawing, and hands-on interactions—can strengthen neural connections and improve her subsequent word recall.

Behavioral and Emotional Support Considerations

Because Susan exhibits frustration and anger when language retrieval proves difficult, it is important to incorporate emotional regulation techniques and positive behavioral supports. Using visual emotion charts, social stories, or calming strategies can help her manage her emotional responses. Teachers and support staff should be trained to recognize signs of frustration and facilitate calm, supportive interactions that emphasize effort and progress rather than perfection.

Conclusion

On the basis of observational data, checklist responses, and relevant literature, it is clear that Susan displays significant word-finding difficulties in both single word and discourse contexts. Her behaviors—such as substitution, self-correction, and delayed retrieval—are consistent with documented language profiles associated with lexical retrieval deficits. To ensure her continued language development and academic success, it is essential to conduct formal assessments using standardized tools like the TAWF and TWFD, tailored classroom intervention strategies, and targeted emotional supports.

While further evaluation is pending, immediate classroom supports should focus on visual cues, descriptive prompts, and ample response time. Incorporating multisensory vocabulary activities and fostering a supportive, frustration-free environment can empower Susan to develop more effective word retrieval skills, ultimately enhancing her communication confidence and academic engagement.

References

• German, D. (n.d.). Differential Diagnosis and Word Finding Intervention. Word Finding Difficulties. Retrieved from https://www.speechandlanguage.com
• Goldschmid, L., Singerman-Berman, B., & Telzak, C. (2011). Word Retrieval and Its Impact on Learning. [PDF].
• American Speech-Language-Hearing Association (ASHA). (2002). Guidelines for Speech-Language Pathologists Working with Children with Language Impairments. ASHA.
• Conti-Ramsden, G., & Botting, N. (2008). Language and Literacy Development in Children with Developmental Language Disorders. Journal of Speech, Language, and Hearing Research, 51(2), 221–234.
• Leonard, L. B. (2014). Children with Specific Language Impairment. MIT Press.
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