Chris eagerly initiated transition into the office, as he was eager to "show" and share new ideas for items that he has on his "wish list." He expanded conversation about the social situation and was glad that his school days have been "better." Task introduction was repeated 2-3 times across each activity today, as he was intending on sharing his ideas for activities. This was supported and expanded upon today, as Chris was reaching out and clearly indicated a need for validation of his feelings and thoughts regarding circumstances within his world.
Conversational expansion was supported with familiar strategies to allow for increased reciprocity across all topics. Use of his new found interest and great talent in drawing and art is a facilitative tool embedded within language activities. Strong session.

Richard was greeted by SLP in his room. He was happy upon arrival. We worked on conversational speech tasks for the first part of the session. Speech appeared slightly 'muffled', which appears to be due to his incoming front teeth. He reported possibly getting braces when "two more teeth fall out". There was some lateral loss of air throughout the session with /s/ sounds. Intelligibility remains fair-good. He required cues to slow speech rate which significantly helped with speech intelligibility. His speech sounds in isolation/word are age appropriate. He appears to drop final consonants (especially /s/) with conversational speech. With verbal prompting, this error improves. We also targeted possessives, which Richard achieved 5/6 correctly with structured tasks. We did vocabulary enrichment and social skills tasks to complete the session. Overall, Richard's speech and language has improved. I will continue to monitor overall intelligibility at conversational level. He continues to incorrectly produce /th/, however it is age appropriate at this time and will be re-visited in the future.

Santino was seen following the two week Holiday hiatus. He happily entered the office and initiated request for an unseen familiar activity. Additional verbalizations were supported with phonemic cues and carrier phrases for the initial 25-30 minutes of the session. As the familiar "flow' of the session progressed, spontaneous verbal requests increased, primarily single noun label use.
Action regulation was noted with single phonemic cue across 6 action sequences with both familiar and unfamiliar manipulatives. Request for assistance via use of "help me" paired with reference was noted x8 following initial phoneme cue. Imitation of expanded form to include "help me +action was noted x5/8 cycles. Expansion to include encoding "where is ...? question forms within a sabotage format was successful following initial model and subsequent phonemic cues. Strong session, 432hz music continues to be utilized.

Chris was seen at the office today following the 2 week Holiday hiatus. Chris was eager to initiate the session. As he entered and "conversation" commenced, the opportunity to discuss the "matching/pairing" of vocabulary use, intention and vocal inflection presented itself. The aspects of voice, facial expression and body language correlating with the language used was highlighted as Chris' affect did not appear to be aligning with his verbal declaration of feeing happy. This allowed for Chris to expand quickly into the social concerns that have occurred at school. He was clearly apprehensive and feeling trepidation about returning to campus today. Discussion regarding this topic continued to be presented for the duration of the session. Responses to question and comment were variable and as session focus was directed to lean towards activities at hand, abrupt shift to return to the aspects of school continued. Supports and strategies were shared. Spoke with mom at the close of the session, offering support and the availability to collaborate with other professionals in order to best support Chris.

Richard was in a great mood after OT with Ms. Willow and eager to play the new Connect Four/Candyland mash up. He was frustrated during the earlier session because he didn't understand the game. He was in a better mindset and able to focus to learn the rules. It led to a great conversation about recess and how they are not allowed to play certain tag games anymore. Together we brainstormed new games to play and teach our friends on the playground. He really likes the idea of red light/green light and a hide/go seek game called Sardines. It was a good opportunity to practice our sequencing skills as we reviewed the game rules with the kids before playing. We practiced and then Richard felt confident being the one to explain it to the group. Richard practiced some of the tricky sounds before presenting to the group.

Richard was happy to see the SLP in person. He was invited to play basketball with a peer as speech therapy was about to start. The older friend encouraged him to do his work and reminded him that recess at lunch time was not too far away and then the whole gang will be there. We discussed how sometimes instead of having a big reaction, we should pause and identify if it's a big problem or little problem. Often during the pause, we can think it through and understand that there is not much of a reason to be upset. Richard understood that and was pleasantly surprised to see there were new games to play while practicing /s/ blends.

Richard was greeted in the lobby by SLP. He was looking very handsome in his great holiday suit! What a great way to go into the holiday break. We started the session with his December calendar, days of the week, etc. He was sent home with his count down paper chain to continue the count down until Christmas at home this week. We read a book, "The Biggest Snowman Ever" to target .s. blends (i.e. SNowman, biggeST, SNow, STack, etc.) which Richard produced with 100% accuracy. We also targeted answering questions about the story and vocabulary enrichment. He thoroughly enjoyed this activity today. We followed by making a snowman craft, which was followed by him saying, "I love making crafts, especially during Christmas time". He was in great spirits today. The craft involved following directions, cutting, coloring, gluing, and turn taking. We worked on some sequencing tasks to finish the session as he demonstrates some difficulty with sequencing stories, activities and anything that may have happened in the past for him. This was somewhat difficult for him however he improved with additional trials. Richard's rate of speech and overall intelligibility was improved today. Have a great winter break, RIchard!

Wow! What a great session Richard had today. He was greeted in the lobby, and walked back to his classroom with SLP. He was very motivated during the entire session. We started with our routine of going over the December calendar/days of week. He continues to show growth in this area. Following that, he requested auditory comprehension activities - which also targeted word finding and vocabulary. He answered 6/10 questions independently about the short passages read aloud. He was quite interested in this task, as he enjoyed talking about each story beyond the questions asked. We targeted /s/ and /s/ blends at the conversational level, at approx 90% accuracy (improvement). Although Richard's awareness of rate of speech has not significantly improved, his overall articulation and lingual placement has. Grammar & semantics were targeted throughout the session. Vocabulary and word finding tasks were the primary goals of today's therapy session, and RIchard was very involved and did well with this. He demonstrates self cueing as well as benefiting from external cues to "find words" that he "can't remember the name". Overall, today was an excellent session and it is a pleasure watching him grow in the the area of speech and language.

Richard was greeted in his room by SLP. He was happy upon arrival. Initially, we targeted the December calendar (writing, days of week, and craft). Richard is enjoying participating in the countdown to Christmas activity. Following that task, we targeted a structured possessive noun task. Richard often will omit the "'s" when using possessives. In the structured task, Richard independently produced 4/6 correctly. During the task, we wrote out each trial. For example, "The ball belongs to Jake". Whose ball is it? "It is Jake'S ball". Richard demonstrated increased understanding after this structured task. He assisted in cutting/gluing these cut outs. We also completed a semi structured /s/ blend task in conversation in addition to vocab enrichment. Richard's /s/ blends have significantly improved at this level. He required minimal cues. There was decreased intelligibility with increased rate of speech (which improved with verbal cues). A social turn taking activity was implemented to complete the session, which Richard appeared to enjoy. Vocabulary/grammar will continue to be targeted in the context of therapy in addition to articulation.

Santino did not attend the session this morning. Received a message from mom just prior to the session indicating that his schedule was out of synch and that he was sleeping.