The Curious Incident of the Dog in the Nighttime–Book study; chapters 2, 3, and 5

Dear receiving SLP,

Hope you had a great summer.

I am writing to give you a heads up on a new student heading your way. His name is Christopher John Francis Boone (I could not find him in Infinite Campus yet… I think it is because he has two middle names and it may be reading it as a hyphenated last name?). He has been referred for behavior issues…something about possibly murdering his neighbor’s dog with a pitchfork…Since this is a “hot case” they are trying to meet quickly so you may have to squeeze this one in. There is no screening on file but the student may have previously worked with another therapist (Siobhan?) There is no report but I will tell you what I have heard so far; Student’s strengths include geography (identifying countries of the world and capital cities), math skills (knowledge of prime numbers) and retelling details from an event. Student can identify emotions pictures with 33% accuracy but cannot generalize these to actual classroom and community activities. Student has an aversion to loud noises (screaming) and does not like physical contact, he may exhibit some self-stim. (rolling into a ball).

Sorry for the short notice on this one but let me know what you think. What goals are you going to write to take into the meeting? Do you think he will be a speech language impaired student or possibly related service? Will you be providing services for this student? If so, where and how much? What will your sessions look like?

I know this will screw up your schedule but thanks for looking into this so quickly!

Doug

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6 thoughts on “The Curious Incident of the Dog in the Nighttime–Book study; chapters 2, 3, and 5

  1. Kimberly A. Raho says:

    Well first I would try to screen the student informally. If not, If the ARC thinks he might need language services, I would lead towards related service because his primary issues tend to be behavioral and social. So, first we would need to get permission to test his language skills. Pragmatics may be a good way to start. I think after getting permission to test language skills, the ARC would need to meet again to look at a revised IEP draft. By now, I hope Chris has made it into Infinite Campus (fingers crossed). I would bring my language communication report, summary, rating scale, and eligibility for speech but not totally filled out with the last boxes checked or statement of negative impact yet, just the eval results because we are deciding eligibility at the meeting. If he has a primary disability, I would not bring any goals to the ARC because I would want to see if there may a duplication of services with the ECE teacher. If the ECE teacher has social situation goals etc…I think that Chris would be best served without need for a related language service, unless their are areas of the IEP that neglect to address communication at all. (That’s my take in 5 minutes).

  2. Holly says:

    O my goodness, Doug Keefe, this is a hilarious way to reflect on these chapters! Man you nailed it! Love the comment on interpretation of emotions on faces.

  3. Laura Woodring says:

    If he can identify emotions with 33% accuracy, but not in person.. he may be a great candidate for “schoolwide” services!

  4. Jennifer says:

    Sounds like he meets my criteria for “quirky” at the very least. SLI kiddos don’t roll themselves into a ball. When I suspect that communication concerns are secondary to another disability, I tell my school that “I’m not the only one coming to this party” and make sure we include the psychologist before moving forward.

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