4/17/2025 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 producing /r/ blends in words when provided with an initial model. She completed the activity with 50% accuracy. After, Alexandra produced /sh/ in the initial position of words when provided with an initial model. She completed the activity with 60% accuracy. Next, Alexandra answered mixed “wh” questions provided structured language tasks. She completed the activity with 45% accuracy. Then, she completed a spatial concepts activity in which she was asked to identify the spatial concept provided given a picture and a field of visual supports (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”, and visual supports for “in front” and “behind”). Alexandra completed the activity with 70% accuracy. Lastly, throughout the session, Alexandra described and asked questions about picture scenes provided utilizing increased MLU (3+ word utterances) with 85% accuracy. A: Alexandra displays progress/stability on POC goals. MLU goal approaching mastery. P: Continue POC. Monitor MLU goal to determine mastery.

4/10/2025 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: Within the session, Alexandra completed a variety of speech-sound tasks. She began with producing vocalic /r/ sound across positions of words when provided with an initial model. She completed the activity with 45% accuracy. After, Alexandra produced /r/ blends when provided with an initial model. She completed the activity with 45% accuracy. Next, Alexandra produced the /g/ sound in the initial position of words when provided with an initial model. She completed the activity with 45% accuracy. Last, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 85% accuracy. A: Alexandra displays progress/stability on POC goals. Baseline established for /g/ initial speech sound target. P: Continue POC. Add initial /g/ goal to speech sound targets.

4/7/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. O: First, Noah identified uppercase letters in a field of 3 answer choices. He completed the activity with 96% accuracy. Next, Noah identified lowercase letters in a field of 3 answer choices. He completed the activity with 92% accuracy. After, he completed a lowercase to uppercase letter match given a field of 2 uppercase letters to choose from. He completed the activity with 92% accuracy. Then, Noah completed a sound blending activity, blending the sounds in words when the sounds were provided to him in segmented pieces. He completed the activity with 90% accuracy. Once completed, Noah was asked to segment words into their sounds, given a verbal and written model of the word, as well as a picture representation of the word. He completed the activity with 30% accuracy. Next, Noah answered mixed “wh” questions about a story presented with 75% accuracy. Last, Noah completed a speech sound activity to practice his production of the voiced /th/ sound given a verbal/visual model. His data for this activity is as follows: /th/ initial: 90% ; /th/ medial: 30%. A: Stability/increases noted across targeted goals. It is noted that Noah responded well to exaggerated modeling of target speech sounds assessed and began to self-correct as the activity progressed. Noah displays mastery of letter identification. Goals associated will be informally monitored. P: Continue POC. Discontinue letter identification goals and informally monitor.

4/3/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. There was a spring festival prior to the session, so Alexandra began her session on the playground before transitioning into the classroom. 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: Within the session, Alexandra completed a variety of speech-sound tasks. She began with producing the target sound /r/ across positions of words when provided with an initial model. She completed the activity with 55% accuracy. After, Alexandra produced the /g/ sound in the initial position of words when provided with an initial model. She completed the activity with 45% accuracy. Next, she produced /ch/ and /sh/ across positions of words given an initial model. She completed the activities with 25% and 35% accuracy respectively. Last, Alexandra completed both an expressive and receptive spatial concepts activity. For the expressive spatial concepts activity, she was asked to identify the spatial concept provided given a visual/picture/manipulatives (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). For the receptive spatial concepts activity, she 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 65% and 90% accuracy respectively. A: Alexandra displays progress/stability on POC goals. Difficulties with /g/ initial noted throughout session prompting formal targeting of the sound for stimulability. P: Continue POC. Monitor initial /g/ sound and add goal for sound as needed.

4/1/2025 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 and was noted to be very excited to put together a dinosaur puzzle while completing activities. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Within the session, Alexandra completed a variety of speech-sound tasks. She began with producing the target sound /sh/ across positions of words when provided with an initial model. Her data is as follows: /sh/ initial: 60% ; /sh/ medial: 30% ; /sh/ final: 30%. After, Alexandra produced the /r/ sound across positions of words when provided with an initial model. Her data is as follows: /r/ initial: 70% ; /r/ medial: 30% ; /r/ final: 35%. 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?”). She completed the activity with 65% accuracy. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

3/31/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. O: First, Noah identified uppercase letters in a field of 3 answer choices. He completed the activity with 96% accuracy, only displaying difficulties with identifying the letter “J.” Next, Noah completed a letter-sound correspondence activity in which Noah was provided with a letter sound and asked to identify which letter made the sound provided from a field of 3 answer choices. He completed the activity with 73% accuracy. After, Noah completed a sound blending activity, blending the sounds in words when the sounds were provided to him in segmented pieces. He completed the activity with 90% accuracy. Then, Noah was asked to segment words into their sounds, given a verbal and written model of the word, as well as a picture representation of the word. He completed the activity with 30% accuracy. After that, Noah completed a sight word matching activity in which he was provided a sight word and a field of 3 sight word answer choices. He completed the activity with 90% accuracy. In correspondence with that, Noah was asked to identify the sight words provided within the activity. He did so with 40% accuracy. Last, Noah completed a speech sound activity to practice his production of the voiceless /th/ sound given a verbal/visual model. His data for this activity is as follows: /th/ isolation: 100% ; /th/ initial: 80% ; /th/ medial: 60% ; /th/ final: 90%. A: Baseline data has been completed on POC goals. Stability/increases noted across targeted goals. It is noted that Noah responded well to exaggerated modeling of target speech sounds assessed and began to self-correct as the activity progressed. P: Continue POC.

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. Throughout the session, she enjoyed telling the SLP about her upcoming trip to Colorado. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed a receptive spatial concepts activity in which she 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 activity with 65% accuracy. Next, Alexandra produced target sounds /j/ and /r/ when provided a model. She produced the target sounds with the following accuracy: /j/ isolation: 30% ; /j/ initial: 10% ; /j/ medial: 10% ; /j/ final: 15% ; /r/ medial: 60%. Last, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and a field of 3 answer choices. She completed the activity with 40% accuracy. A: Alexandra displays some progress/stability on POC goals. Decreases displayed with answering “wh” questions in a field of 3 answer choices. It is noted that Alexandra would often choose the last answer provided. P: Continue POC. Monitor “wh” question goal.

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 eating her lunch throughout the session. Increased, trial-based, speech sound tasks were given to accommodate Alexandra eating throughout the session. O: Alexandra completed speech-sound tasks that included /sh/ in isolation and across positions at the word level, as well as /r/ across positions to assist with the phonological process of gliding (i.e. replacing /r/ with /w/). She received an initial model for each target word/sound. Her data is as follows: /sh/ in isolation: 60% ; /s/ initial: 65% ; /sh/ medial: 60% ; /sh/ final: 20% ; /r/ across positions: 45%. A: Alexandra displays some progress/stability on POC goals. Speech-sound targets had increased trials to accommodate Alexandra finishing her lunch. P: Continue POC.

3:30PM-4:30PM
S: Noah was seen at the Batt School for a second rapport building session, as well as for assessment to develop an updated plan of care. He was eager to talk to and work with the SLP throughout the session. Play-based therapy techniques, language screening assessment and structured language tasks were utilized to assist in developing an appropriate plan of care for Noah. O: Through language screening assessment and play-based therapy, some language difficulties were displayed. They include: expressive identification of prepositions (i.e. when provided a picture and a prompt to identify the location of a noun shown), expressive categorization (i.e. given a category, listing items within the category provided; e.g. name 3 items on a playground), expressive identification of attributes (e.g. what is the same/different between two objects), and initiating of questions/comments when given a picture scene. Noah was then given speech sound probes at the word level with an initial model. The speech sounds, position, and percentages are as follows: /sh/ initial: 90% ; /sh/ medial: 95% ; /sh/ final: 95% ; /ch/ initial: 85% ; /ch/ medial: 90% ; /ch/ final: 80% ; /j/ initial: 70% ; /j/ medial: 60% ; /j/ final: 60% A: Noah presents with both speech sound and language difficulties. Speech sounds should be targeted at the phrase level and higher with fading cues. Language difficulties include: expressive identification of prepositions, expressive categorization, expressive identification of attributes, and initiating of questions/comments when given a picture scene. P: Develop a plan of care. Assess to establish baselines.

3/18/2025 12:40PM-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 first completed a variety of speech-sound tasks. She began with an activity to help assist with the phonological process of cluster reduction (simplifying consonant clusters (two or more consonants together) by omitting or substituting one or more sounds; e.g. “tuck” for “truck”). She completed the activity with 60% accuracy. Next, Alexandra produced the target sounds /r/ and /sh/ across positions of words when provided with an initial model. She produced the target sounds with the following accuracy: /r/ initial: 60% ; /r/ medial: 30% ; /r/ final: 25% ; /sh/ initial: 65% ; /sh/ medial: 20% ; /sh/ final: 20%. After, Alexandra produced words ending in vocalic /r/ (e.g. star, fur, air, ear, board, flier) given an initial model. She completed the activity with 35% 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?”). She completed the activity with 60% accuracy. A: Alexandra displays progress/stability on POC goals. Increased stimulability for /sh/ sound noted. P: Continue POC.