2/18/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was completing her lunch when the session began. Alexandra was initially hesitant to work with the SLP but quickly warmed up as the session progressed/activities were presented. Play-based therapy techniques and structured language tasks were utilized throughout the session. O: Alexandra first completed a receptive spatial concepts activity in which she was verbally given a spatial concept and was asked to identify the concept provided in a field of 3 picture answer choices (e.g. which bug is “on” the leaf). She completed the activity with 57% accuracy. She was then asked to identify the spatial concept provided given a picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 55% accuracy. Next, Alexandra completed a quantitative concepts activity where she was asked to identify the concepts “more” and “less” in a field of 2 picture answer choices. She completed the activity with 90% accuracy identifying more and 10% accuracy identifying less. Lastly, Alexandra produced the /r/ sound in isolation and at the word level given a verbal model. Her percentages are as follows: isolation: 60% ; initial /r/: 100% ; medial /r/: 60% ; final /r/: 60% A: Alexandra has developed baselines for expressive and receptive spatial concepts. It is noted that Alexandra has difficulties with receptive and expressive identification of “next to,” “above,” “below,” “under,” “in front,” and “behind.” Quantitative concepts and /r/ production baselines are still being established. P: Continue POC and develop baselines.