2/18/2025 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 her lunch when the session began. Alexandra was initially hesitant to work with the SLP but quickly warmed up as the session progressed/activities were presented. Play-based therapy techniques and structured language tasks were utilized throughout the session. O: Alexandra first completed a receptive spatial concepts activity in which 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 activity with 57% accuracy. She was then asked to identify the spatial concept provided given a picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 55% accuracy. Next, Alexandra completed a quantitative concepts activity where she was asked to identify the concepts “more” and “less” in a field of 2 picture answer choices. She completed the activity with 90% accuracy identifying more and 10% accuracy identifying less. Lastly, Alexandra produced the /r/ sound in isolation and at the word level given a verbal model. Her percentages are as follows: isolation: 60% ; initial /r/: 100% ; medial /r/: 60% ; final /r/: 60% A: Alexandra has developed baselines for expressive and receptive spatial concepts. It is noted that Alexandra has difficulties with receptive and expressive identification of “next to,” “above,” “below,” “under,” “in front,” and “behind.” Quantitative concepts and /r/ production baselines are still being established. P: Continue POC and develop baselines.

2/13/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She ate a snack prior to beginning the session. Alexandra was eager to work with the SLP throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session. O: Alexandra was first probed for stimulability to produce the /sh/ sound in isolation with limited success due to task refusal. She was then asked to produce the /sh/ sound at the word level given a visual production prompt and verbal model. Her percentages at each position in words (i.e. initial, medial, final) are as follows: initial /sh/: 20% ; medial /sh/: 40% ; final /sh/: 0%. Lastly, Alexandra was asked to follow directions given spatial concepts (e.g. put the candles “on” the cake). She completed the activity with 60% accuracy. A: Alexandra is setting baselines for her current POC. Goals will continue to be targeted to develop a baseline and assess progress. Production of /sh/ sound in isolation was met with task refusal, therefore accurate data could not be taken. P: Continue POC and develop baselines. Hold /sh/ sound practice until Alexandra becomes more comfortable is more stimulable in the production of the sound.

2/11/2025 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 initially hesitant to work with the SLP but warmed up as the session progressed. Play-based therapy techniques and structured language tasks were utilized throughout the session. O: Alexandra was first probed with a receptive spatial concepts activity in which 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 activity with 55% accuracy. She was then asked to identify the spatial concept provided given a picture and a field of visual supports (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”, and visual supports for “in front” and “behind”). She completed the activity with 60% accuracy. Next, Alexandra completed an activity where she produced /r/ blend words given a verbal model. She completed the activity with 60% accuracy. Lastly, she completed a probe for the phonological process of stopping using minimal pairs (e.g. sail/tail). She completed the activity with 70% accuracy given an initial model. A: Alexandra is setting baselines for her current POC. Goals will continue to be targeted to develop a baseline and assess progress. P: Continue POC and develop baselines.

Talk about the history of the holiday. Make a list of special people and why.

PJ left early before class.

Chris was absent today.

Work on knowing different homophones and homographs and how to use them correctly. Free write and talk about how to punctuate correctly.

Practice the letter sounds, first in order and then random. Practice sight words. Review the short vowels and their sounds. Read you & me short vowel book. Build words with magnet letters. Focus on word families to practice the sounds. Read a chapter from book we are reading together.

Practice the letter sounds, first in order and then random. Practice sight words. Review the short vowels and their sounds. Read you & me short vowel book. Build words with magnet letters. Focus on word families to practice the sounds. Read a chapter from book we are reading together.

conversation about how he feels about going away for College, upcoming trip to Liberty University

Environment - Co2 footprint calculator: questions on nutritional habits and energy use in the house