5/19/2025 3:30PM-4:30PM
S: Noah was seen at The Batt School for treatment. Noah was eager to work with SLP throughout the session, though some distractibility was noted. A combination of structured and play-based activities were utilized to collect data throughout the session. O: First, Noah answered mixed “wh” questions given a field of 2-3 answer choices with 70% accuracy. Next, Noah completed speech sound activities to practice his production of voiceless /th/ sounds given a verbal/visual model. His data for these activities is as follows: /th/ initial phrases: 70% ; /th/ medial words: 60% ; /th/ final phrases: 45%. Last, Noah segmented and blended 3 phoneme words. All words provided had short vowels, and if he was unable to segment the sounds of the word to decode, the sounds were provided in order to blend them and read the word. His data is as follows: segmenting: 60% ; blending: 80%. A: Slight decreases seen on “wh” question goal likely due to distractibility. Other goals display increase. /th/ initial and final phrases were presented separately. They were each presented immediately following production of /th/ at the word level in their respective positions of words. P: Re-evaluate and assess skill level after summer break to develop appropriate POC based on progress/possible regression.

5/15/2025 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 /sh/ and /ch/ across positions of words when provided with an initial model. She completed the activities with 60% and 65% accuracy respectively. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 65% accuracy. Last, Alexandra 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 3 answer choices. She completed the activity with 75% accuracy. A: Alexandra displays progress/stability on POC goals. Large increases shown with /ch/ production. P: Continue POC. Target /sh/ and /ch/ sounds together to assist with placement/production.

5/13/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She 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 /r/ blends and /sh/ in the medial position of words when provided with an initial model. She completed the activities with 90% and 45% accuracy respectively. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 65% accuracy. Last, Alexandra 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 3 answer choices. She completed the activity with 70% accuracy. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

5/12/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session, though some distractibility was noted. A combination of structured and play-based activities were utilized to collect data throughout the session. O: First, Noah receptively identified sight words provided verbally in a field of 4 visual answer choices. He completed the activity with 65% accuracy. Next, Noah answered mixed “wh” questions given a field of 2-3 answer choices with 78% accuracy. Last, Noah completed speech sound activities to practice his production of the voiced and voiceless /th/ sounds given a verbal/visual model. His data for these activities is as follows: /th/ initial phrases: 50% ; /th/ medial words: 75% ; /th/ final phrases: 35%. A: Increases noted across "wh" question and /th/ medial word production goals. Slight decreases in data seen with sight word identification due to distractibility and in /th/ initial and final phrases data due to overgeneralizing the position of the /th/ sound, therefore putting /th/ sound in the wrong word of the phrase. Baseline still established for /th/ initial and final phrases. P: Continue POC.

5/5/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. A combination of structured and play-based activities were utilized to collect data throughout the session. O: First, Noah receptively identified sight words provided verbally in a field of 4 answer choices. He completed the activity with 68% accuracy. Next, Noah answered mixed “wh” questions given a field of 2-3 answer choices with 70% accuracy. Then, Noah completed speech sound activities to practice his production of the voiced and voiceless /th/ sounds given a verbal/visual model. His data for these activities is as follows: /th/ initial phrases: 60% ; /th/ medial words: 70% ; /th/ final phrases: 40%. Last, Noah made a Mother’s Day card in which he sounded out and spelled “I love you, Mom” with moderate support. A: Stability/increases noted across most targeted goals. Noah was noted to be distracted during “wh” question activity and displayed a slight decrease in data collected. Speech sound /th/ was targeted at the phrase level in the initial and final positions for initial baseline data collection. P: Continue POC. Discontinue /th/ initial and final word goal and modify to phrase level. Continue to collect baseline data for /th/ initial and final at phrase level.

5/1/2025 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 /v/, /ch/, and /sh/ across positions in words when provided with an initial model. She completed the activities with 100%, 30% and 60% accuracy respectively. She then answered “wh” questions about a sentence provided given a field of 3 visual/verbal answer choices. She completed the activity with 55% accuracy. Last, Alexandra completed an activity in which she identified verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 90% accuracy. A: Alexandra displays progress/stability on POC goals. She is at almost mastery of present progressive. She displays increased difficulty with “wh” comprehension questions over object function. Alexandra was targeted for baseline of /v/ after the POC goal was established from her initial evaluation. Target determined to be within functional limits. P: Continue POC. Monitor present progressive goal and discontinue as needed. Target “wh” comprehension over object function. Discontinue /v/ speech sound goal and informally monitor.

4/29/2025 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 /sh/ and vocalic /r/ across positions in words when provided with an initial model. She completed the activities with 50% and 55% accuracy respectively. She then answered “wh” questions in regard to object function given a field of 2 answer choices. She completed the activity with 75% accuracy. Last, Alexandra completed a spatial concepts activity in which she was asked to identify the spatial concept provided given a picture and a field of 3 verbal answer choices. Alexandra completed the activity with 70% accuracy. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

4/28/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. A combination of structured and play-based activities were utilized to collect data throughout the session. O: First, Noah answered mixed “wh” questions given a field of 2-3 answer choices about a story presented. He completed the activity with 75% accuracy. Next, Noah identified lowercase letters in a field of 2 answer choices. He completed the activity with 90% accuracy. After, Noah completed speech sound activities to practice his production of the voiced and voiceless /th/ sounds given a verbal/visual model. His data for these activities is as follows: /th/ initial: 100% ; /th/ medial: 40% ; /th/ final: 90%. Last, Noah completed a sight word identification activity in which he was given a pre-primer sight word and asked to identify it. He completed the activity with 40% accuracy. A: Stability/increases noted across targeted goals. Noah is at almost mastery for /th/ initial and final, but he still benefits from increased prompting with his production of /th/ in the medial position of words. P: Continue POC. Monitor /th/ initial/final production for mastery. Increase sight word identification activities.

4/24/2025 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 identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 75% accuracy. She then produced vocalic /r/ across positions in words when provided with an initial model with 50% accuracy. After, Alexandra answered mixed “wh” questions about a story read aloud to her. She completed the activity with 55% accuracy. Last, Alexandra completed a speech sound activity targeting /g/ in the initial position of words given an initial model. She completed the activity with 55% accuracy. A: Alexandra displays progress/stability on POC goals. Baseline established for present progressive usage goal. Independent self-correction noted with /g/ initial sound. P: Continue POC.

4/22/2025 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 identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 85% accuracy. She then produced /r/ across positions in words when provided with an initial model with 60% accuracy. After, Alexandra produced /sh/ across positions of words when provided with an initial model with 40% accuracy. Last, Alexandra answered mixed, basic “wh” questions provided when provided a field of 2 answer choices. She completed the activity with the following data: “what” ?s: 40% ; “where” questions: 30% ; “who” questions: 15%. A: Alexandra displays progress/stability on POC goals. Present progressive goal being targeted to collect a baseline. P: Continue POC. Establish a baseline for present progressive usage goal.