Irregular past-tense verbs were targeted at the word and sentence level. Eliana demonstrated improvements from previous sessions. She was observed self-correcting on several occasions . She corrected sentences using the correct tense. She benefited from verbal cues and choices, demonstrating approximately 70% accuracy. Eliana also identified the meaning of unknown words in a short story scenario, using context clues, benefitting from verbal cues and models, presenting with 50% accuracy.

Irregular past-tense verbs were targeted at the word and sentence level. Eliana demonstrated improvements from previous sessions. She corrected sentences using the correct tense. She benefited from verbal cues and choices, demonstrating approximately 70% accuracy. She was observed self-correcting on several occasions and was able to accurately produce targeted irregular past-tense verbs in sentences.

Eliana demonstrated some frustration during today's activity. She responded best to encouragement, verbal praise, and mini breaks. We targeted answering inferential questions based on social scenarios with support, given verbal cues and choices. Eliana benefited from highlighting context clues from the text and drawing connections to her real-life experiences, which supported her ability to understand and respond to the questions effectively, presenting with 60% accuracy.

Irregular past-tense verbs were targeted at the sentence level. She benefited from verbal cues and choices, demonstrating approximately 50% accuracy. She was observed to self-correct on several occasions and was able to accurately produce targeted irregular past-tense verbs in sentences.

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.