Review, 'Wh' Questions - WHO, Question maze with written questions, Guess Who game with verbal questions
Assignment
Answer a 'Who' question from Mary
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Brad started out low energy today, but increased his energy level as the session progressed. His verbal participation was excellent today. He made eye contact approximately 11 times, required redirection twice, and displayed physical stim behavior only 3 times. He required maximum cues to recall 'wh' question information from yesterday. With written and verbal prompts, he was able to express that the answer of a 'who' question should be a person. He was unable to produce original examples of 'who' questions, but was able to answer direct 'who' questions in written and verbal form. He remained on task and seemed to really enjoy our game today (Guess Who). Brad's nanny (Mary) attended the last 5 minutes of the session and briefly discussed with me what Brad has been working on with his other speech pathologist. Brad turned to look at me and said goodbye on the very first prompt.
He brought in a portfolio of some of his work and he showed it to me and told me about each picture. Most of his pictures are of characters from cartoons, books, or movies he has seen. Worked on his paper mache dinosaur.
Use real money and coins for Brad to identify value(s)
Also use "play adding machine" to use in solving problems
Continue with handout - word problems with money
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad was able to identify value(s) of real coins (pictures of coins on handout yesterday were not easy to identify). He is a very sweet boy and wants to do well.
Review emotion lessons from yesterday, introduce 'wh' questions, introduce 'who' questions and related answers
Assignment
Answer a 'who' question when your mom asks
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Brad seemed agitated today. His physical activity level was increased (arm flapping, lashing out with his arm, twitching his neck), but relatively responsive to verbal cues to 'quiet'. He made eye contact 8 times during session (slight reduction). He retained details from yesterday's emotion lesson (75% accuracy when responding to prompts). Today we talked about 'wh' questions beginning with 'who'. Standing at the board with me helped him remain 'quiet' and focused. He successfully read and answered 5 of 20 questions presented. Multiple prompts (verbal/written) were required to ellicit a response. His mom entered the session room for the last 5 minutes of the session. Brad sat on her lap and remained a bit quieter with an increase in verbal participation. His mom expressed interest in attending future sessions.
Lab activity: making snow. Using water/ liquid to make snow/solid. Using pippetes and beakers. Writing a lab report, draw the activity (using wordsliquid and solid) and write a water formula H2O.
Assignment
none
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Brad completed the lab and the lab report. He follows the directions very good, and he was happy all the time.
Give handout with problems using money
Read problem aloud - decide to add of subtract (using chart)
Complete problems
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad needed more prompting today than yesterday (with his mother). He did complete most of the problems and did them correctly. Sometimes he would very agitated and start "stimming" - I would talk to him to try to calm, reassure him and he would stop.
We reviewed directions with Brad drawing a compass rose on the board. We put in N,S,E,W,SW,SE,NW,NE. We then looked at the map and named states which were in each section. We talked about which states were near each other. I showed him the Oceans and he read the names. He completed a state puzzle and told me some of the states. He then completed a worksheet about the above information.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad's mom knew that he knew things like the capitol of Florida. She was able to get him to tell me, by telling him several times, "You know that," after she asked him for the information. If he is continually pushed he will show more that he can do.
We talked about the things Brad does when he wakes up in the morning and used the terms first, second third, fourth, next and last. He put events on cards in sequence. I put index cards on which I had written first etc. over each picture and then he practiced reading them. He read the story he had written about this sequence. We played another game in which he had to find the missing cards for the second event in a sequence of three events. He then wrote a story about these three events. We reviewed words for the fossil story we are reading and then Brad read two pages.
Give handout/explain directions
Complete addition of three digit numbers
Have Brad read word problems identifying key words and whether to add/subract - then finish the handout
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad did really well today (with and without his mother's presence). Halfway through the class, I took him out for a 10 minute break. We came back in and he did the word problems. I could tell that he was tired, but he finished all his work!
