This morning, Alexandra and I worked on using tally marks to help develop another visual way to record and represent numbers and to help her understand grouping by fives. Using the whiteboard, she practiced making groups of five tally marks while counting. Then, she played I Spy with dinosaurs, putting tally marks into a tally chart for each dinosaur she counted.

Interactive Calendar Sight Words Calendar Talk CVC Words Color and Number Words Numbers ABC's Phonics Giant Puzzles Story Time

This morning, Alexandra worked on a pattern activity to assess her ability to recognize the unit of repeat of a more complex pattern and her ability to extend these patterns. She was shown pictures of her favorite dinosaurs in AB, AABB, and ABC patterns which she completed with cut-and-paste dinosaurs. Then, we worked on creating a pictograph using dinosaurs. We discussed the purpose of pictographs and how to read them. Alexandra glued pictures in the correct columns and determined the total amount of each dinosaur.

Alexandra Completed her interactive calendar. She read her sight words. She finished her calendar talk. She worked on her phonics activities. She practiced her color and number words. She had story time.

Alexandra and I discussed squares and rectangles today and how they are similar and different. She made each shape with playdough and placed it on a shape mat. Then, Alexandra found and colored each shape amongst a group of shapes and traced each shape. Then, we looked for squares and rectangles in everyday objects around her room. We finished with the popcorn game per Alexandra's request. We took turns rolling two dice, counting the total number of dots, and coloring the piece of popcorn showing that amount on the gameboard.

Alexandra worked on her interactive calendar and changed the calendar from February to March. She wrote her numbers from 1-31. She completed her phonics activities. She put her giant puzzle together. She worked on beginning sounds using the
letters f and j.

We sang and clapped rhythms along to songs about dinosaurs.

2/27/2025 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 eating her lunch when the session began. Alexandra had some difficulty initially warming up and completing activities, but after transitioning from her room to the pre-k room, she was eager to work with the SLP and engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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. Next, Alexandra was asked to follow directions given spatial concepts (e.g. put the candles “on” the cake). She completed the activity with 60% accuracy. Then, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. After, Alexandra produced target sounds /sh/ when provided a model. She produced the the /sh/ sound across all positions with the following accuracy: /sh/ initial: 60% ; /sh/ medial: 60% ; /sh/ final: 0%. Lastly, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and both a field of 2 and 3 answer choices. She completed the activity with 80% and 60% accuracy respectively. A: Alexandra displays some progress/stability on POC goals. She displays increased difficulty with /sh/ in the final position. P: Continue POC. Increase targeting of /sh/ in final position of words.

2/25/2025 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 completing a puzzle when the session began and continued to work on puzzles with the SLP. Alexandra was eager to work with the SLP and very engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. Lastly, Alexandra produced target sounds /r/ and /sh/ when provided a model. She produced the the /r/ sound across all positions with 40% accuracy and the /sh/ sound in the initial position of words with 25%. A: Alexandra displays some progress/stability on POC goals. She was reprobed with /sh/ sound and displays increased stimulability in targeted production. P: Continue POC.

2/20/2025 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 completing a puzzle when the session began. Alexandra was eager to work with the SLP throughout the session and very engaged with the SLP. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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?”) and a field of 2 answer choices. She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 40% accuracy. Lastly, Alexandra produced target sounds /r/ and /j/ when provided a model. She produced the the /r/ sound in the medial position with 58% accuracy and the /j/ sound in isolation and in the initial position of words with 40% accuracy and 20% accuracy respectively. A: Alexandra displays some progress on POC goals and is displaying increased stimulability for speech sounds. P: Continue POC and develop baselines.