I need to complete this service delivery model question for Arjuns case, i think they are looking for a school based service delivery.

Nature, Duration and Frequency of Speech Pathology Services: (include information on the intervention setting, intervention agent, intervention intensity, format of intervention, and continuity of intervention) Explain how you will ensure speech pathology services are culturally safe for the child, their family, and their community

Rationale

What are the things u chosen, give rationale. Need to use evidence. Read research articles.

Also this is arjuns case: REHA3048 Speech Pathologists Working with Children, Families

and Communities

Case 4: Arjun

Please make sure you have downloaded the following files from vUWS:

- Case 4 Template

- Case 4 Marking Rubric

- Audiogram

- CELF-P5

Case Information

You are a speech pathologist working in South-Western Sydney Local Health

District. You recently received a referral to see Arjun, a 6-year-old, who was referred

at the end of 2024 due to concerns regarding his speech, language, and social

communication skills. At the time, there was no speech pathologist available to take

on his case. Steph, the manager informed you that Arjun's parents want to work with

a speech pathologist who demonstrates greater cultural responsiveness.

Steph, your manger met with Sanudi and Arjun and gathered the following

information. She also conducted CELF-5 assessment. You have reviewed Arjun's file

and found the following information:

Reason for referral

In November 2024, Arjun was referred by his kindergarten teacher, Debbie, due to

concerns regarding his communication skills and social interactions with peers. Arjun

play skills are like his peers, but he does not engage in play group activities with

them. He likes to play with Lego, blocks, cars, animals. He can build a house with

blocks. He likes spiders and often carries a book about them. He enjoys sharing the

book with his teacher and can answer familiar questions about spiders. He follows

the daily kindergarten routines consistently. He does not join other children during

mat time. Debbie has been helping him to come to the mat, but he will only sit on the

edge of the mat away from other children. Debbie expressed concerns over his

speech clarity and his language development appears delayed compared to his

peers, which may be related to his hearing loss.

He wears his hearing aids at the kindergarten but takes them off when it's noisy.

When he wears his hearing aids, he can follow simple daily routine instructions.

Debbie is concerned about how Arjun's current communication difficulties may affect

his ability to learn and participate effectively in the classroom, especially as he will

start primary school next year.Background Information

Family/Social History

Arjun lives at home in Campbelltown with his mother (Sanudi), sibling (older brother

Annu aged 9), and grandparents. Sanudi is a single mother; the children's father left

shortly after Arjun was born. The children have minimal contact with their father.

There is a family history of communication disorders. Annu was diagnosed with autism

at age 2;7 and has received intervention from the local Aboriginal Health Centre. Annu

is currently in Year 4 at the local primary school, where he attends a mainstream class.

His mother reported that he does not have any friends, is struggling with reading and

writing, and occasionally gets in trouble for inappropriate behaviour. Sanudi is

concerned that Arjun might be on the autism spectrum too due to ongoing social

communication difficulties. The GP referred Arjun to a paediatrician for ADOS-2

(Autism Diagnostic Observation Schedule-Second Edition). In Oct 2024, the

paediatrician confirmed that Arjun has mild to moderate difficulties in reciprocal social

communication and social interaction.

Arjun's family are proud Dharawal people (sometimes also called Tharawal). They

speak Aboriginal and English at home. Therefore, Arjun is exposed to Dharawal

language and English at home. However, Sanudi uses English at home to make sure

that Arjun is not disadvantaged at Campbelltown Public School. Sanudi worked as an

Early Intervention Teacher before Arjun was born.

Birth and medical history:

Arjun was born full-term (39 weeks) following an uncomplicated pregnancy. He did not

pass his newborn hearing screening through the NSW Statewide Infant Screening -

Hearing (SWIS-H) program. According to Sanudi, Arjun was fitted with hearing aids at

six months of age through the Hearing Services Program (HSP) and has been wearing

them consistently ever since.

Habilitation services:

Arjun recently had his annual hearing assessment conducted by an audiologist, which

took place just a few days prior to your appointment with the family. Sanudi shared a

copy of Arjun's audiogram with you.

From the age of one to four, he received early intervention program from NextSense

habitation team. Arjun received weekly 30 minutes of individual speech therapy

sessions on Monday afternoons for four years. Sanudi was unable to continue Speech

Pathology service for Arjun last year as Annu (his brother) was unsettled at school and

she needed to focus on him. Throughout his early development years, Arjun's

receptive language skills were generally within the norms, while his expressive

language remained delayed compared to his peers. Although he can produce all

speech sounds, his sentences are often unclear to unfamiliar listeners.Sanudi is highly motivated to work on Arjun's speech at home and she believes that

30 minutes on speech at clinic setting won't support his overall communication needs.

Therefore, Sanudi requested fortnightly sessions to implement speech, language, and

literacy intervention program for Arjun at school.

Schooling

Arjun currently attends Campbelltown Public School full-time but wears his hearing

aids inconsistently, as he finds the classroom noisy. Standard Australian English is

predominantly spoken at school. His current teacher, Joelle, has expressed concerns

regarding Arjun's speech clarity, expressive language skills, literacy development, and

his limited participation in group activities. Joelle is unsure whether consistent use of

hearing aids would significantly improve his communication abilities. She has

requested further information on how hearing loss and social communication

difficulties can impact speech, language, and literacy development in children, and is

particularly interested in understanding whether Arjun's language delay is primarily

related to his hearing loss or social communication challenges.

Joelle, agreed with Sanudi on the urgent need to implement speech, language, and

literacy intervention program for Arjun at school.

Speech Assessment

Analysis notes from previous SP:

o Oral-facial examination within the norms

o Arjun can produce all speech sounds in isolation.

o Phonological process that persisted in his speech: Stopping,

assimilation, cluster reduction and context sensitive voicing. These

processes affect his speech intelligibility.

Arjun's speech ability has not been examined since 2023 and you could not

find information about the severity of his speech difficulty.

Language assessment

Clinical Task:

Your manager completed formal assessment CELF-5

You have never worked with children who have hearing loss, speech, language,

literacy and social communication difficulties. Your manager asked you to do the

following:

Part 1. Assessments

Utilise the current information and identify the types of assessment or tasks

that you will complete with Arjun and his family and justifying using those

assessments.

Examine the current information and interpret assessment outcomes and

audiological findings to identify the client's communication difficulties

(diagnosis),Part 2. Service delivery

Joelle, the teacher has never worked with children with hearing loss and

communication difficulties, and she requested Speech Pathology support at school.

Following a conversation with Arjun's classroom teacher and Sanudi, you wonder if

a school-based approach might better meet his needs. You would like to develop

school-based service, so that you can collaborate more closely with your clients'

classroom teachers.

You discussed the idea with your manager, Steph. She has asked you to prepare

an Evidence-based school service delivery model suitable for classroom outlining

why a school-based service involving collaboration with classroom teachers in

Year-1 would benefit the children with speech, language, and literacy difficulties.

As part of the proposed service delivery, you need to explain how you will deliver

services in a culturally safe way. Refer to the template for more information.

You will provide an evidence-based justification of the proposed service delivery

model to be used with the client. Reference to recent and high-quality research

evidence is expected.

Part 3. Intervention

Decide on one long-term and one long-term and one short-term goal that align with

your service delivery model. Include your rationale for short-term goal supported with

evidence-based practice.

Part 4. Clinical resource

Create a 1-page clinical resource to the teacher to provide her with information about

the importance of consistent use of hearing aids and provide her with information on

how hearing loss and social communication difficulties can impact speech, language,

and literacy development in children. You can use any software (e.g., Canva,

PowerPoint) you feel comfortable using and then convert it to Pdf.

You will need to submit your individually completed template and clinical resource to

vUWS by 12 pm in the afternoon on Monday 26th May (week 13).