We sang some songs about stegosaurus, and used the toy dinosaurs to learn about them as we sang the songs.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk, put together her daily sentence puzzles, worked on her phonics activities, practiced reading CVC words, and had Storytime.

4/24/2025 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 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: Alexandra began with identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 75% accuracy. She then produced vocalic /r/ across positions in words when provided with an initial model with 50% accuracy. After, Alexandra answered mixed “wh” questions about a story read aloud to her. She completed the activity with 55% accuracy. Last, Alexandra completed a speech sound activity targeting /g/ in the initial position of words given an initial model. She completed the activity with 55% accuracy. A: Alexandra displays progress/stability on POC goals. Baseline established for present progressive usage goal. Independent self-correction noted with /g/ initial sound. P: Continue POC.

4/22/2025 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 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: Alexandra began with identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 85% accuracy. She then produced /r/ across positions in words when provided with an initial model with 60% accuracy. After, Alexandra produced /sh/ across positions of words when provided with an initial model with 40% accuracy. Last, Alexandra answered mixed, basic “wh” questions provided when provided a field of 2 answer choices. She completed the activity with the following data: “what” ?s: 40% ; “where” questions: 30% ; “who” questions: 15%. A: Alexandra displays progress/stability on POC goals. Present progressive goal being targeted to collect a baseline. P: Continue POC. Establish a baseline for present progressive usage goal.

Student was absent.

Absent - Alexandra and I were to use the verb jugar and explore some games like chess, checkers, and the like.

Alexandra was absent today.

This morning, Alexandra worked on counting up to 10. She counted the number of cubes in cube trains made to look like snakes and then chose the correct number. Then, we worked on one more and one less than the amount shown. Finally, Alexandra counted the pieces of her 48-piece dinosaur puzzle before putting it together.

Alexandra completed her interactive calendar, read her sight words, put together her daily sentence puzzle, finished her calendar talk, worked on her phonics activities, read her weather graph, put her floor puzzle together, and had Storytime.

This morning, Alexandra and I played a game using addition domino cards. We flipped over domino cards showing addition with counters, found the sums, and compared the amounts. The winner kept the cards which were tallied at the end to determine the winner. Then, Alexandra played a memory game, matching numbers to their matching amounts shown as counters.