Alexandra went home sick today.

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

We sang along to songs about dinosaurs.

The original plan for today’s session was to sculpt a clay dinosaur—Alexandra had chosen a triceratops. However, upon beginning the video tutorial, she seemed disinterested and asked instead if she could simply play with the clay. I allowed her to freely explore the material, prioritizing her engagement and creativity over following a strict plan. She ended up sculpting a few small snails instead, which she appeared to enjoy. We finished the session by baking the snails. Going forward, it may be useful to lean into Alexandra’s whimsical imagination and let her take the lead on subject matter while gradually introducing new skills and techniques.

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.

4/1/2025 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 and was noted to be very excited to put together a dinosaur puzzle while completing activities. 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 /sh/ across positions of words when provided with an initial model. Her data is as follows: /sh/ initial: 60% ; /sh/ medial: 30% ; /sh/ final: 30%. After, Alexandra produced the /r/ sound across positions of words when provided with an initial model. Her data is as follows: /r/ initial: 70% ; /r/ medial: 30% ; /r/ final: 35%. Last, Alexandra completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 65% accuracy. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

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

We read a book about a dog. We discussed the verb estar and how the future conjugation can be used to express wonder?

This morning, Alexandra used tile number cards as flashcards to practice number recognition from 0 through 20. Then, she placed the cards in order from 0 through 20 before flipping each one over and counting the corresponding amount shown in ten frames. After our lesson, Alexandra participated in the schoolwide Spring party.

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