This session continued to focus on rapport building with new clinician. We targeted answering inferential questions based on social scenarios. Eliana benefited from drawing connections to her real-life experiences, which supported her ability to understand and respond to the questions effectively, presenting with 50% accuracy.
This session focused on rapport building with new clinician. Eliana was engaged and attentive throughout the session. We targeted irregular past-tense verbs at the sentence level, in which she benefitted from verbal cues and choices, presenting with 50% accuracy.
S: Alexandra joined the session in good spirits. She transitioned in accompanied by her father during drop off. She reported having a “dance show.”
O: Alexandra was asked to produce /sh/ and /ch/ in the initial and final position of words at the phrase level. She was asked to identify objects that did not belong given field of 3-4 choices. She was also asked “why” questions during this activity (“why doesn’t ______ (object) belong”). Activity targeted negation and categories too. (“the scissors don’t belong because they aren’t food”). She used prepositional phrases to answer “where” questions without min cues.
A: Alexandra continues to make progress toward her speech and language goals. She has displayed improvements answering wh- questions. She continues to benefit from cues to expand her utterances when asked questions at times.
P: Continue with POC.
S: Alexandra joined the session in good spirits. She just woke up from a nap prior to joining the session but joined the session without difficulty.
O: Alexandra was asked to produce /sh/ and /ch/ in the initial and final position of words 76%. She used correct prepositions to describe the location of objects with 100% accuracy. She followed directions with spatial concepts embedded with 90% accuracy. She was asked to expand her utterances to describe a scene using 3+ words.
A: Alexandra displayed mastery of following directions with spatial concepts embedded as well as using prepositions to describe the location of objects. She displayed improvements producing affricate speech sounds (ch, sh). She sometimes continues to use the phonological pattern, fronting, benefitting from cues to move her tongue back from her alveolar ridge to her palate (cues to slide her tongue back). She continues to benefit from cues to expand her utterances when describing picture scenes.
P: Continue with POC.
S: Alexandra joined the session in high spirits. This is her first session back since her being out for a couple of weeks. She reported that she went to dance camp prior to joining the session at school.
O: Alexandra was asked to produce /sh/ in the initial (60%) and final position of words 50%. She used correct prepositions to describe the location of objects with 90% accuracy. She followed directions with spatial concepts embedded with 83% accuracy. Wh-questions were targeted during a shared story book reading activity.
A: Alexandra displayed strengths following directions with spatial concepts embedded as well as using short prepositional phrases to describe the location of objects. She displayed strengths answering “what” and “where” questions during structured activities. She continues to benefit from reminders to round her lips during /sh/ productions. However, she is highly receptive to feedback regarding tongue and mouth placement for speech sound productions, and she often benefits from verbal and visual cues.
P: Continue with POC.
S: Alexandra joined the session in good spirits. She greeted the clinician.
O: Alexandra was asked to follow directions with spatial concepts embedded (90%). She was also asked to use prepositions to describe the location of objects (80%). Alexandra produced /ch/ in the initial position of words during structured therapy tasks. She answered wh-questions with 75% accuracy during a shared story book reading activity.
A: Alexandra displayed strengths using prepositional phrases and following directions with them embedded. She continues to benefit from verbal/visual cues for /ch/ productions. She was observed remembering to round her lips for /ch/ productions.
P: Continue with POC.
S: Alexandra joined the session in high spirits. She joined the session with the unfamiliar clinician.
O: Clinician built rapport during the session. Baseline measures taken for production of /ch/ and /sh/. Alexandra produced /ch/ with 30% accuracy without support. She answered WH-questions during a structured therapy activity with 75% accuracy. Alexandra was also asked to produce /r/ blends at the word level with verbal/visual cues. A: She quickly warmed up to new clinician. She continues to require support producing affricate sounds (ch, sh). She is receptive to feedback regarding mouth placement (rounding lips). The phonological process gliding was observed. Gliding is when a child produces /r/ as /w/. P: Continue with POC.
S: Alexandra was seen at the Batt school. She transitioned into the session without difficulty.
O: Rapport was built with Alexandra. Play-based therapy was used to build rapport with Alexandra. Alexandra produced /ch/ with 30% accuracy without support. She answered wh-questions during a structured reading activity with 60% accuracy. Her accuracy increased when binary choices were provided. She was also asked to follow directions including spatial concepts (in, on, under, behind, next to).
A: Alexandra displayed difficulty producing /ch/ but she benefitted from models and verbal/visual cues. She displayed strengths answering wh-questions when binary choices were provided but had more difficulty with open-ended wh-questions.
5/22/2025 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 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 began with speech sound activities in which she produced /ch/, /j/, and /r/ blends across positions of words when provided with an initial model. She completed the activities with the following accuracy: /ch/: 70% ; /j/: 40% ; /r/ blends: 85%. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 70% accuracy. Last, throughout the session, Alexandra was asked to describe and ask questions about items/picture scenes utilizing increased MLU (3+ word utterances). She completed the activity with 85% accuracy. A: Alexandra displays progress/stability on POC goals. P: Re-evaluate and assess skill level after summer break to develop appropriate POC based on progress/possible regression.
5/20/2025 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 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 began with speech sound activities in which she produced /ch/ and /r/ blends across positions of words when provided with an initial model. She completed the activities with 65% and 85% accuracy respectively. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 70% accuracy. Last, Alexandra completed both an expressive and a receptive spatial concepts activity. For the expressive spatial concepts activity, 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 3 answer choices. For the receptive spatial concepts activity, Alexandra 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 activities with 80% and 85% accuracy respectively. A: Alexandra displays progress/stability on POC goals. P: Continue POC.
