4/3/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. There was a spring festival prior to the session, so Alexandra began her session on the playground before transitioning into the classroom. She was eager to play/work with SLP throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Within the session, Alexandra completed a variety of speech-sound tasks. She began with producing the target sound /r/ across positions of words when provided with an initial model. She completed the activity with 55% accuracy. After, Alexandra produced the /g/ sound in the initial position of words when provided with an initial model. She completed the activity with 45% accuracy. Next, she produced /ch/ and /sh/ across positions of words given an initial model. She completed the activities with 25% and 35% accuracy respectively. Last, Alexandra completed both an expressive and receptive spatial concepts activity. For the expressive spatial concepts activity, she was asked to identify the spatial concept provided given a visual/picture/manipulatives (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). For the receptive spatial concepts activity, 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 activities with 65% and 90% accuracy respectively. A: Alexandra displays progress/stability on POC goals. Difficulties with /g/ initial noted throughout session prompting formal targeting of the sound for stimulability. P: Continue POC. Monitor initial /g/ sound and add goal for sound as needed.