This morning began with a team meeting involving Becca’s parents, Educational Advocate Julie, Private Speech-Pathologist Lynn, Ms. Judie, and myself. We primarily discussed current performance as well as her speech and language goals in private therapy. A new curriculum product has been ordered for Becca and we will evaluate its effectiveness as well as determine if there are any necessary modifications or additional supplemental materials needed to maximize our opportunities in servicing Becca.
I presented Becca with a new emergent reader today entitled "See the Animals". Each page features an animal and the words "Look at the ---" with the name of the animal. I asked Becca what fish started with and she said "f". While she was coloring the horse page, she spontaneously said "h says /h/" and provided the h sound. We then had an exchange where I asked "what letter does bear start with?" and she replied, "b". I then asked "what does b say" and she provided the b sound. These exchanges continued throughout the activity. We read 7 pages of the "look at the (animal name)" reader. On the final page she adapted other story knowledge and added the color word too! "Look at the yellow duck"! It was great to see her use applied knowledge and add the detail of the color she had used to color the duck. Unfortunately she wouldn't produce the whole phrase, only the last word on each page as we read through. An uncolored copy of the story was sent home for her to practice as she desires.
We replicated our b-a-t activity today. I presented her with the paper and the three letters in random order. I asked her to help me put the letters where they go for "bat". She worked very hard at gluing the letters on the paper. I provided verbal support in emphasizing the sounds, especially the initial and final consonants. She glued the b on first, but in the final position. She then put on the a in the middle and the t at the beginning. She worked hard to make the letters straight, by herself. When we looked at the sounds and I made the sounds for her, she knew she had it wrong. We took them off and worked on fixing them. She performed very well on this ask, again, with primary goal being the introduction to this process. It took multiple attempts to get her to sound out each segment in repetition. She'd do one, then maybe two, then just one again, etc. We celebrated with big cheers when she finally produced each sound, in a row, all 3 of them! With encouragement, she did echo read “My Family” on RAZ Kids. We enjoyed a fun "Paddington Goes to the Market" book. For her snack, I offered her the banana from her lunch box. For her first bite, she took a very large bite banana into her mouth. I introduced the concept of taking “little bites like a lady” and would complement her as a “lovely lady” when she took smaller bites. I discouraged her from taking “big yucky monster bites” and Becca would say “yuck”. This seem to help, at least at this time.
Potty status: She was taken at 9:00, despite saying "no" and she did go. At 9:55 she asked to go, produced, and got treasure box. At 11:25, she interrupted a free choice time activity to go and produced again. Hooray!