3/18/2025 12:40PM-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 first completed a variety of speech-sound tasks. She began with an activity to help assist with the phonological process of cluster reduction (simplifying consonant clusters (two or more consonants together) by omitting or substituting one or more sounds; e.g. “tuck” for “truck”). She completed the activity with 60% accuracy. Next, Alexandra produced the target sounds /r/ and /sh/ across positions of words when provided with an initial model. She produced the target sounds with the following accuracy: /r/ initial: 60% ; /r/ medial: 30% ; /r/ final: 25% ; /sh/ initial: 65% ; /sh/ medial: 20% ; /sh/ final: 20%. After, Alexandra produced words ending in vocalic /r/ (e.g. star, fur, air, ear, board, flier) given an initial model. She completed the activity with 35% accuracy. 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 60% accuracy. A: Alexandra displays progress/stability on POC goals. Increased stimulability for /sh/ sound noted. P: Continue POC.

Alexandra completed her interactive calendar. She worked on her phonics activities. She read her sight words. She put together her giant puzzles.

This morning, Alexandra struggled with returning to school after her fun trip to Colorado. We found activities to do as a distraction to help ease her mind. Alexandra made a ladybug to pair with her other ladybug, learned about the Pterodactyl and their diets, colored a Pterodactyl picture, and sang dinosaur songs.

Lexi and I read a dinosaur poem which we then put to a simple rhythmic tune. Next, Lexi was encouraged to act out the words, showing the differences contrasting concepts of big and small, chomping to show the dinosaurs eating, and also running. Lexi enjoyed this activity very much, as evidenced by her laughs and giggling. Lexi then created a scene using her dinosaurs and playing in the rice bin. She has an active imagination and created a story as she was playing with the dinosaurs and using her stuffy (a puppy) as a prop. We had a productive time demonstrating size and positional concepts and contrasting opposite words through body, hand, and arm gestures, and we ended the session tracing one of the dinosaurs and coloring it in with colored pencils.

Alexandra completed her interactive calendar, discussed her Scholastic News Magazine, read her sight words, completed her phonics activities, put together giant puzzles, and had story time.

Alexandra was absent today.

Absent - Today we were to read a book that talks about a whale.

We were going to focus on words like grande, pequeno, mas, mucho.

Alexandra was absent today.

Alexandra was absent today.

Alexandra was absent today.