Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. We discussed the concept of probelm size and reaction size today. Gave him different scenarios and said how would you feel if.....and what size is this problem.....i/e/ Carolina scribbled on your homework, there is a lion in your room, Mom's away for work, overslept and can't eat breakfast, starving and lunch was still 20 minutes away. Luke does an adequate job identifying the size of problems when given these scenarios and is able to say correct reaction and reaction size. At this time, Luke is better able to label and say these things but has difficulty carrying them out in everyday life.

Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began treatment speaking about whole body listening and reviewed which each part of the body is responsible for doing. Worked on crossing midline with making gumballs in gumball machine activity. Luke has a motor pattern of making the letter "o" in a clockwise movement sequence which has him not crossing midline. We are trying to rewire this motor sequence to the correct counter clockwise movement which will help him with his writing. He continues to require verbal cues for this counter clockwise movement. We worked on making his numbers with verbal cue rhymes like "a circle and a line this is a nine' and "make an S do not wait go back up and shut the eight". Worked on regulation some today as we read the book "The Way I Feel" by Janan Cain. He talked about some of his feelings today. Good session in the end.

Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Luke was in good spirits today. Went over whole body listening and what it means to have your whole body involved in listening. Whole body listening means the following: Ears: hear what is being said, Eyes: are on the speaker, Mouth: is quiet, Body: is still, Brain: understands what speaker says, Heart: care about what the speaker says. While OT was explaining this Luke was humming which is opposite of what mouth should be doing during whole body listening. After this lesson he worked in the Print Island workbook to write a sentence. He required both verbal and visual cues to produce great handwriting with proper form and line placement. Good session.

Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Today we used the Print Island workbook to write sentences. Luke was given a popsicle stick with a face and we are calling this "space man" because he helps to make spaces between words. Today we also worked on intrinsic muscles of the hands by squeezing clothespins with letters on a dowel to make and read words. He was able to make and read the words "man, can and men". Good session and good week with adequate listening and following directions. He is becoming more teacher- directed yet is still self-directed at times.

Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Luke participated in a group (with two peers) scavenger hunt during first ten minutes of treatment session. Worked on self regulation and control during sessions (not to run, share with peer, work as a team,etc.). This was exciting and hard to do but Luke tried. Once back in room continued working on handwriting with focus on letter formations and line placement. He continues to require verbal cues especially for the "c" group or swing around the tree letters. Fun session.

Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began treatment with completing a Valentine's Day card for Luke's mother which involved writing and cutting. Also worked on fine motor skills and intrinsic muscles of the hands with crumbling small pieces of paper for a Valentine's Day project. Luke continues to need cues for form the lower case letters correctly. He is better able to listen to and make corrections when he forms and sizes the letters the incorrect way. Good session.

I wrote an assessment report based on the informal reading inventory, Orton Gillingham phonics checklist, and writing assessment that I conducted with Cade.

S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for most of the session. Some task avoidance noted. O: Noah was first asked to sort items provided into different category spaces of where one would find them (e.g. school, park, grocery store, and clothing store are the places, items to be sorted could include a backpack, a swing, a steak, a jacket, etc.). He completed the activity with 64% accuracy. He was then asked to identify which item, given a field of 3 picture choices and two adjective descriptors, was being described. He completed the activity with 58% accuracy. Noah then completed a pronoun labeling activity with moderate support and verbal answer choices which he completed with 50% accuracy. After, Noah was asked to identify the superlative (e.g. big, bigger, biggest) in a field of 3 visual answer choices. He completed the activity with 60% accuracy. Noah then completed an alphabet identification activity where he found the uppercase letter provided verbally in a field of 3 letters. He completed the activity with 54% accuracy. Lastly, Noah was asked to match the sight word provided given a field of 3 sight word answer choices. He completed the activity with 100% accuracy given 5 trials. A: Increases/consistency displayed across most goals. Minor decreases displayed on some POC goals likely due to task avoidance. Probes for literacy goals started. Some basic sight word exposure incorporated within session. P: Continue POC. Continue to develop/probe literacy goals.

I did an interest inventory, a writing assessment, an informal reading inventory, and an Orton Gillingham phonics checklist.

Christopher took his spelling test orally. He worked on typing his script.