502-0 A citation, reference, no plagiarism,

1

Word Finding Project

National Louis University, SPE 502

Sample B

2

Explanation of Findings

The observation and checklist were completed on an 11-year-old girl we will call “Susan” who

has a primary diagnosis of autism and a secondary diagnosis of Oppositional Defiant Disorder (ODD).

She is slightly below grade-level and is receiving instructional support as needed per her IEP.

After observing and filling out checklist, the results determined that this student demonstrates s

single word and discourse profile. Susan has a good understanding of spoken language and the social

context in which to use specific words (German). Due to her solid understanding, a check in the “yes”

column was given for question 2. However, she does struggle to remember names of people, places, and

objects (German). When she misremembers, she tends to substitute by vaguely saying “you know” or “the

thing”. This results in a check “yes” on numbers 3, 4d. 5, and 6 on the checklist. The student often confuses

her teachers and/or substitutes their names for mom or dad. A “yes” checkmark was also given form 7.

While observing she said, “wait mom can you hand me the marker?” when addressing the lead teacher.

After the student spoke, she knew that was incorrect, but couldn’t remember the teachers name quick

enough to fix her mistake. When trying to fix her mistake she stumbled over her words and said “umm,

no mom, no dad, no, whatever your name is”. While trying to fix her mistakes, she uses fillers which

resulted in a check mark “yes” for question 11 and 9. Although the student makes mistakes or has a lengthy

delay when addressing others, she can self-correct (question 6). Due to the student’s secondary diagnosis

of ODD, she tends to get extremely angry and argumentative. When she is in these moods, she uses hand

gestures to show her frustration, such as balling her fist or erecting her middle finger towards anyone in

her general direction. This resulted in a check “yes” for number 10. The checklist and observations have

shown that further assessments and interventions need to be pursued.

Conclusion and Recommendation

3

Individuals who struggle with single word retrieval context have difficulties retrieving specific

words and responding to questions that require retrieval of specific facts (German, n.d.). Specific facts

include nouns, verbs, adjectives, dates, and numbers. Although the individual may struggle with specific

words and fact retrieval, they know the information. This student falls into the language pattern of unique

response substitution. The student frequently partakes in semantically related substitution. This means the

student substitutes words that are related to the target word in meaning or words that co-occur with each

other (German, n.d.). The student also has a difficult time using specific words when requesting materials.

Since the student had yes checkmarks for 1, 2, 3, 4d, 5. 6. 8, 9, 10, and 11. According to Dr. German’s

Word Finding Referral Checklist Interpretations, Susan is exhibiting a single word and discourse profile.

Since this was a Word Finding screening, further assessments need to be performed. The Test of

Adolescent/Adult Word Finding (TAWF) is recommended for completion. This test is best suited for the

student based on her age and certain “yes” check marks. The Test of Word Finding in Discourse (TWFD)

is also recommended since she demonstrated both profiles. In addition to the further evaluation, there are

some things that can be done during peer interactions to help the student during instructional time. When

the student is speaking and struggling to find the word she is looking for, certain classroom ques can be

beneficial. The instructor can ask the student to describe the object she is thinking about. Another easy

way to promote the student’s language is to present the first syllable. For example, if the student says,

“can I have that thing?”, the teacher can say “do you mean the Mar” for marker. This will give the student

the beginning of the word in hope that it activates the word in their memory. Another easy tool for teachers

to use when talking with a student who struggles with single word retrieval is gesturing. Gesturing to the

object the student is trying to think of will allow them to take responsibility of coming up with the word

on their own. In Special Education we tend to move very fast and want automatic responses. When

working with a student who has single word retrieval difficulties, we tend to say, “do you mean ___” and

give them the answer instead of waiting for the student to come up with it on their own. Assessing the

4 student further using the TAWF will help provide a deeper understanding of the student’s single word

profile. In the meantime, the student and teachers should use the intervention strategies provided in this

report. Teachers working with the student will be taking data on which intervention strategies work and

which do not. Once more data and results are gathered, we will have a clearer understanding of the

student’s single word and discourse profile.

5

Appendix

6

Resources

German, D. (n.d.). Differential Diagnosis and Word Finding Intervention. Word Finding Difficulties. Retrieved from: http://www.wordfinding.com/index.html

Goldschmid, L., Singerman-Berman, B., Telzak, C. (2011). Word Retrieval and Its Impact on Learning. [PDF]. Retrieved from: https://www.mamkschools.org/uploaded/teaching_and_learning/Word_Retrieval_Document.pdf