Speech-Language Therapy Lesson Plan Sample B (Madeline Hunter

ITIP Format)
Long & Short-Term
Behavioral Objectives:

Rationale (Purpose):

Long-Term Goals:
1 Improve overall cognitive communication
(memory, problem solving, exuective functioning,
and reasoning) and saftey in the rehab, home, and
community settings
Short-Term Objectives:
1 PATIENTwill identify that a problem exists in a
functional picture or a verbally presented situation
x90%, with min cues in order to improve cognitve
communicaton in the rehab, home, and
community settings.
2 PATIENT will provide 3-5 appropriate solutions to
functional problems of daliy living x90%, with min
cues in order to improve cognitve communication
in the rehab, home, and community settings.
3 PATIENTwill immediately recall functional novel
pieces of information about daily activities and
with a delay of 5-10 minutes x90%, with min cues
and compensatory strategies in order to improve
cognitive communication in the rehab, home, and
community settings .
4 PATIENTwill utlize compensatory strategies in
order to manage timings of medicaton x90%, with
min cues in order to improve cognitive
communication in the rehab, home, and
community settings.
Cognitive interventions are used to help patients
recovery from their deficits so it is important to use the
most appropriate intervention to help the patient
achieve this (Cicerone et. al. 2000). The use of
compensatory memory strategies are recommended to
be used on patients with mild memory impairments
(Cicerone et. al. 2000). With the use of compensatory
memory strategies the patient will be able to
compensate for the deficits that are present. However,
compensatory memory strategies may not help those
with severe memory deficits.
Cognitve intervention that is functional and can be
applied to the patient is also a great way to improve the
patients cognition (Cicerone et. al. 2000). These
activities for this session provides the patient

Step-by-Step
Procedures for Direct
Instruction (Guided
Practice):

opportunity to target numerous goals. This lesson also

allows the patient to build listening comprehension skills
and auditory discrimination skills.
Several mini lesson activities will be implemented to
improve overall cognitive communication to meet the
target objectives.
Activity # 1: Medication Management
PATIENTwill be presented with a blank Medication
Safety sheet (see attached) and a list of present
medication being taken. She will then be instructed to
list her medications on the Medication Safety sheet
and the times they are taken. Safety precautions during
intake of medication will be discussed with her, such as
go to an area free of distractions, make sure hands and
surfaces are clean, prepare drinking supplement, and
etc. Once PATIENTis done we will use mock pill bottles
that contain numbers on the top that correspond with
her medications on the sheet. With use of a clock,
PATIENTwill need to determine what medications need to
be taken depending on the time on the clock. This will
be done in multiple trials, for PATIENTto become
accustomed to the Medication Safety sheet. If need
PATIENTwill be given cues during the session when
needed.
Activity # 2: Problem Solving
Pictures will be presented to O.P., one at a time, which
contain different functional problems that can be
encountered when she arrives home. Directions will be
given that PATIENTmust identify the problems in each
picture and possible solutions to the problems (i.e. P:
The rug is folded on itself? S: Get rugs with rubber
bottoms, they dont move.). As an elaborate and to
target another goal, PATIENTcan be asked to recall the
problems identified in the pictures with a delay of 5-10
minutes.
Activity # 3: Going On A Picnic/ Mental Manipulation

Part A: PATIENT and clinician will participate in the

activity Going on a Picnic. She will be explained that
they are going on a picnic and they need certain things
to go on this picnic. They will go through the alphabet
naming items that begin with each letter, however
whoevers turn it is most remember what said on
everyones previous turn before they take their own
turn.
Part B: Lists of 3-6unrelated and related words will be
presented to PATIENTverbally, so that she may mentally
manipulate them (I.e. plane, fly, bird, and Order these
words from smallest to largest.)
Required Materials:
Anticipatory Set (Leadin Activity):

Closure Activity:

Cueing/Modeling:

Checking for
Understanding:

Problem Solving Pictures, Medication Safety Sheet, and

List Of Words
This session will begin with pleasantries, in order to see
how alert and awake PATIENTis. During this she will be
reminded of why she is participating in Speech Therapy
and her current goals. Also the impact of working on
these goals will have in different settings of her life,
when she returns home. We will then discuss what goals
will be targeted this session and what they would
translate to in her home life. PATIENTwill also be asked if
she Is able to recall her goals.
This is an opportunity to review and summarize the
lessons taught. During this time, clinician will update
PATIENTon how she did during the session. O.P will be
encouraged to recall two-three concepts from during the
session with use of compenstatory memory strategies.
Examples before the start of each activity will be
presented to PATIENTin order to encourage
understadning of the task at hand. This technique will
help promote her understanding of the task at hand.
PATIENTwill be provided with verbal repetition and minmoderate verbal cues. All correct responses will be
repeated for further auditory reinforcement. Information,
such as target words/phrases, and instructios, will be
repeated or rephrased when needed. Verbal
reinforcement will be provided to encourage her to stay
on task.
Cohesive, simple, and easy to understand directions will
be provided to PATIENTprior to the start of each activity.
She will be asked if she understands and to repeat her
understanding of the directions for the activities. If at
anytime there is a misunderstanding during the lesson

the directions will be clarified. Correct responses wil be

reinforced and incorrect will be discussed by comparing
the response with the target word. Then a correct
response will be given to PATIENTand she wil be asked to
try again.
Adaptations/Differenti
ation:

Plans for Independent

Practice (Homework)

Assessment

Level of difficulty, amount and type of cueing during the

activities will be modified regularly, based on O.P.s
performance. Adjusting the cueing in a reactive manner
will allow PATIENTto learn the concepts at her own pace.
This will allow the teaching instruction during the
sessions for each activity to meet the individual needs,
learning style, and level of ability of O.P.
Homework is provided for follow up and carryover of
specific skills learned in session. This will offer valuable
additional practice to reinforce targeted goals.
PATIENTneeds to continue practicing with the Medication
Saftey Sheet , which will lead to quick improvements on
his cognitive goals. PATIENTis left with extra medication
safety sheet, a clock, and mock pill bottles.
Patients performance will be documented by charting
progress using a +/-/P system, to identify number of
items performed correctly and percent accuracy. Cueing
will be represented by a P and the level will also be
documented. Performance will be tracked overtime to
determined if the objectives have been met.