Table 2.

Speech-language pathology treatment goal areas.

Participant	Initial goal areas	Final goal areas
P1 (August 2016 to August 2017)	• Selective attention in a nondistracting environment with minimal cues	• Alternating/divided attention in a mildly distracting environment with minimal cues
	• Concrete problem solving with moderate cues and extra time	• Mixed concrete–abstract problem solving with minimal–moderate cues and extra time
	• 1-paragraph auditory comprehension	• Word-to-phrase–level reading and writing
P2 (August 2016 to August 2017)	• 1- to 2-paragraph auditory comprehension with moderate cues and extra time	• Multistep functional problem solving with moderate cues
	• Concrete problem solving	• Organization and cognitive flexibility in functional situations with moderate–maximal cues
	• Organization and cognitive flexibility in concrete, discrete scenarios with maximal cues
P3 (August 2016 to August 2017)	• 1–5 min sustained attention in a minimally distracting environment with moderate–maximal cues	• 10 min sustained and selective attention in a classroom environment with minimal cues
	• Basic concrete problem solving with maximal cues and extra time	• Minimally moderately complex concrete problem solving with moderate–maximal cues and extra time
	• < 15 automatic utterances per session with maximum cues	• < 10 automatic, inappropriate utterances per session with minimal cues
P4 (January to May 2016)	• Use total communication on 3 occasions to repair breakdowns given maximal cues	• Use total communication on 4–5 occasions to repair breakdowns given moderate cues
	• Identify basic familiar pictures by name from a field of 3	• Identify basic familiar pictures by name from a field of 4

Note. Date ranges refer to the time periods during which the participant was enrolled in intensive cognitive-communication rehabilitation.