Christopher is quite passionate about his music and album art and creation lately. It is great to see his interests expanding but yet he still tries to monopolize conversation with peers about his interests. Many of the younger students are curious by Christopher's interests and make a great audience. We discussed how to make it more of a reciprocal conversation and not just sharing his own stuff. Showing interest in others helps grow friendships and is an investment in the friendship. Some questions/conversations practiced included "what kind of music do you like?" "Do you play any instruments?" "Have you ever heard of this band? What's your favorite band?"

Continued work for Richard to stand up and advocate for himself. He actually gets a positive response from some of the older kids when he is coached to use his voice. Speech practice went well after recess because Richard came into it with confidence from recess. He benefits from positive reinforcement and praise to stay motivated when work is challenging.

Chris was seen on line this morning from the school campus. He was exuberant to share the many new ideas that he has for his new video "series." This series was a new topic of discussion from the perspective of his listener. Scaffolding supports to provide relevant details and "background" were highlighted in order to best support understanding of the information he was providing, Chris was excited to continue to share, however, responsiveness to supports, cues and even direct question to clarify information was partially successful. Topic shifting was rapid as he was eager to share additional ideas, topics and "project ideas.' Support for reciprocal conversation was strong this session, as allowance for partners' comment and or question was variable. Review of the familiar strategies utilized previously to support reciprocity, use of contingent utterances, and perspective taking were highlighted. Brain Gym techniques were encouraged subsequently, however, Chris preferred to remain seated today. He happily reponded to single comments, however, attentional shifting was strong today.

Richard was seen for speech and language therapy for a one hour session. He was greeted in his room. Richard appeared happy yet a little tired. He required moderate cues to maintain attention on task today. We started the session with going over date/day of week. He did very well with this task. His concept of orientation/days has significantly improved over time. We also worked on /s/ in structured task as I have noticed accuracy of /s/ in conversation has decreased. He did well with the self generated sentences in a more structured task (achieving 75% accuracy) independently. We also targeted strong articulatory contact with 2-3 syllable words as speech intelligibility reduces with longer words and sentences. In addition to these tasks, we read book together on reptiles. He LOVED this activity. He was engaged and attentive with this task - asking and answering appropriate questions. Some social/conversational goals were targeted with clinician, requiring minimal prompting to maintain conversation. Finally, vocabulary enrichment and event sequencing was targeted. Richard did well with this activity and continues to improve in the area of vocabulary. Great work, Richard!

Richard was greeted in his classroom on time by SLP. He was in a good mood today. We started the session by working on date/day of week task. He had already written in today's day. So we verbally covered this activity. He continues to demonstrate growth of knowledge with this concept as we continue to cover it in therapy. Following that activity, we did the connected speech/conversational level task targeting /s/ in all positions of words, possessives and appropriate rate of speech to increase speech intelligibility. Richard responded with two verbal and visual cues to slow rate of speech (especially during topics of interest) as well as producing /s/ correctly without interdental lisp. We targeted /s/ as final consonant primarily today as it is noticed he drops /s/ often at the final consonant of words (ie. possessives). Richard also worked on over articulation in efforts to improve articulatory contact and eventually speech intelligibility. As stated in previous sessions, Richard will correct the error when cued however doesn't carry over the correction for productions following that opportunity. We then did a book read aloud to target primarily vocabulary enrichment. Richard has demonstrated difficulty explaining situations/thoughts and it appears to be due to limited vocabulary. Today, he was bombarded with vocabulary in efforts to assist with this difficulty. Overall, Richard had a good session. He was happy and focused throughout.

Anticipated a theraplatform session from school this morning. Mom subsequently shared that scheduling an on line session today may not be feasible.

Richard was greeted in the lobby while he was placing his lunch order with Ms. Elise. He appeared tired today as he yawned throughout the session and required more frequent breaks and verbal cues to maintain attention to tasks. We started the session recalling events/activities from the weekend. He reported having golf and going to dinner with his family. Following event recall/sequencing, we completed the orientation/date task. He is excited that "there are only two calendars left until summer vacation". He is starting to understand the concept of day/month/year etc. He required verbal assistance with taking his time during the writing task. As of recently, I have noticed Richard's self awareness of /s/ in conversation and rate of speech has reduced. This may be due to a lapse in therapy, therefore - A semi structured task was initiated in efforts to target these goals. A Pokemon posted was pulled up and discussed at sentence level while given frequent cues to slow rate of speech and produce /s/ correctly. A recording was utilized between sentences so auditory feedback could be used to demonstrate awareness. This appeared to be helpful. Richard was the "judge" if the rate of speech was "too slow, too fast, or just right". Finally, we completed the session working on strong articulatory contact, possessive verbs and final /s/ in conversational level. He tends to drop off final consonants in connected speech. A lot was accomplished in today's session.

Richard was greeted in the lobby by SLP on time. He was happy while transitioning to his classroom. This is our first session back together since the lapse in therapy (SLP out of office). He was full of fun stories and wanted to share them with me. This was great to target rate of speech, /s/ in conversation, social skills during conversation, and possessives. Richard required frequent cues to slow rate of speech as all the topics were of interest. As stated before, when the topic is of interest to Richard - rate of speech significantly increases. Speech was approximately 90% intelligible. Weak articulatory contact was noted rather than interdental lisp with the /s/ in conversation. He self corrected with cues only. There appeared to be less monitoring of the articulation which was expected since there was a reduction in therapy the last couple of weeks. Richard produced possessives well for the most part! He continued to require cues to reciprocate conversation with SLP. Following the conversational task and date/day of week task, Richard chose a book to target auditory comprehension, attention and vocabulary enrichment. This was a fun book for both of us! Today was a great session to get back on track for speech and language therapy. Overall, Richard was happy and in a good mood. He requested a snack half way through the session. Well done, Richard.

Richard was in a great mood and excited to have so much love and attention on his birthday. As planned, he received a special smoothie and balloons at the beginning of session to kick off the festivities. He also received a package of birthday cake flavored Oreos. It was a nice way for him to engage and interact with his peers by sharing his cookies. A peer on the playground was frustrated during a game. The other kids stood up for Richard and said "you have to be nice to him, especially on his birthday." The support from his peers was helpful and gave Richard confidence to stand up for himself. We later returned to the room to focus on our speech and language goals with a story telling game and using Pokemon characters. He was able to focus and told a fun, creative story with lots of good vocabulary and appropriate sequencing.

Marcel was a bit stressed and warm from being outside among the chaos of recess. He asked to move the session inside instead of our usual place outside. He was working on an essay for social studies/history and asked to read that for practice. It had quite a few /R/ sounds so it was productive practice. During structured reading, Marcel is able to make necessary adjustments for a strong, clear /R/. However, when Ms. Judie stopped by for a visit, it is evident that he has to self-correct and concentrate more in casual conversation. It was helpful to have a conversation with Marcel and Ms. Judie about the practice and consistency it takes to master a new skill, especially his speech goals.