Table 1 Qualitative clinical improvement
Participant A | Participant B | Participant C |
|---|---|---|
Speech changes | ||
Production of multiple two to three word combinations and sometimes short sentences ‘yellow dog’ | Production of multiple word combinations and sometimes short sentences that included noun–verb-noun placement or noun–verb-adjective-noun placement | Production of one sign with consonant sounds Began signing “more”.\ Consonant sounds of “B”, “M”, and “D” |
Developed reciprocal speech with family. Asked for a food item by saying ‘I want (food item)’. The parent reported that this was the first time the participant had ever made an identifiable and specific request. Prior to treatment the participant would have simply reached to obtain the item | Developed conversational speech patterns. In response to the parent asking, if she wanted to go shopping, Participant B responded “I want one, two, three, shirts” | Increased production of verbalizations in response to activity and interaction |
Spontaneous signing with a song on the radio. | ||
Social awareness changes | ||
Began to follow directions up to 4 steps | Began to follow directions up to 4–6 steps. ‘Get the markers and the paper, place them on the table and then draw a circle.’ | Following 1 step directions “Put the ball in” More intricate play: knew she had to put a ball in and then push the cause and effect toy to make it go |
Increased eye-contact. | Increased responsiveness to adult supervisors in unfamiliar environments. This included staying next to an adult with only verbal cues without running away, spontaneously | Increase in independent play without constant adult interaction |
Use of social greetings such as ‘hi’, ‘bye’, ‘thank you’, and ‘you are welcome’ | Decrease in emotional outbursts | |
Began to avoid obstacles | ||
Cognitive & motor skill changes | ||
Increased object identification and delineation. ‘find the yellow flower and then the blue flower’ | Increased object identification and delineation. ‘find the man with the policeman hat and then find the man with the fireman’s boots’. | Increased sitting balance |
Less time required for correct object identification. (can we put numbers?) | Less time required for correct object identification. (can we put numbers?) | Maintenance of 4-point weight-bearing |
Could draw a circle and a cross | Could draw several shapes and a few letters | Transitioning to 4-point weight-bearing |
Better orientation of and placement of puzzle pieces | Better orientation of and placement of puzzle pieces | Pull to knees on surface with stability to play with toy |
Could stack blocks | Could use scissors to cutout basic shapes | |