Honors College Theses

Publication Date

4-12-2022

Major

Communication Sciences and Disorders (B.S.)

Document Type and Release Option

Thesis (open access)

Faculty Mentor

Dr. April garrity

Abstract

Goal writing is an important part of treatment and helps guide SLPs' plan for their clients. Goals need to be individualized and relevant to the client’s life. One type of goal that focuses on being specific to the client’s life is functional goals, which is based on the ICF. The LPATS is a method for writing functional goals that was developed with the ICF in mind. The student clinician participants were taught to use LPATS with adult aphasia clients and were surveyed and interviewed on the method’s feasibility. The survey scores were recorded and presented in a graph. The interviews were semi-structured to allow the participant to add any information they found important. The interviews were transcribed, and words related to the ICF and the feasibility of the LPATS methods were chosen, and their frequency counts are presented as a chart. The use of questionnaires and interviews allowed for quantitative and qualitative data. The surveys revealed that goals written using LPATS were appropriate and that they would like to continue using the method. The semi-structured interviews revealed that many participants enjoyed the LPATS method and found that the goals reflected the clients wants and needs. However, there was evidence through the survey and interviews that the method was potentially more time consuming than other methods.

Thesis Summary

Speech-language pathologists (SLPs) craft individualized and relevant goals for clients with communication disorders. This study represents a preliminary investigation of a goal-writing approach for SLPs, the Learning Participation-Based Assessment and Treatment System (LPATS). Results were mostly positive but also revealed areas for improvement of the approach.

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