Luke had a great session. We worked on 2-3 step directions with a reading comprehension passage. He did well! We also worked on zones of regulation again. He shared that talking about the zones put him in the 'angry' or red zone. We continued to discuss this and work through how to get into the green zone today.
Luke had a great session, we worked on zones of regulation. He worked on giving me things that make him feel like he is in the red, green, yellow and blue zone.
As the session commenced, Chris was eager to show off his funny "Valentine's day" hat, anticipating a happy reaction and laughter. A brief conversation about Valentine's Day followed. Chris transitioned to a new topic with use of a familiar transition phrase, and was very much wanting to once again discuss aspects of peer relationships, and perspective taking. Expanded hypothetical scenarios allowed for greater introspection, self awareness and application of varied familiar strategies, as well as more novel strategies adapted from the Social Thinking literature.
Use of more complex topic transition strategies was highlighted as well this session, exemplifying
stronger use of contingency, and segue. Support to move forward into a new topic was provided following a period of perseveration, and Chris was noted to share "Ms. Lynne, that's a good way to talk about something else now, pretty cool how you did that." Speaker-listener reciprocity continues to expand with observable cycles of increased length and complexity. Strong session once again.
The session commenced with Chris initiating conversation with an observable pensive expression on his face. He rapidly exchanged the usual social greet, and immediately shared that he was so glad that it was our meeting time as he had "good news and bad news talk about." He rapidly expanded, although more lightheartedly, and inquired "Which news do you want to hear first Ms. Lynne?"
The conversation unfolded rapidly as Chris shared "all of his news." This afforded an excellent opportunity to once again review and expand upon perspective taking, presupposition, choice making, self monitoring, and the ability to filter. Attention was strong this session, as feedback was shared with him regarding the topics that were at the forefront of his mind. Speaker -listener reciprocity was characterized by increased allowance for cycles of exchange, and notable decreased overlap. Strong session today.
Richard had a great session today. He answered 95% of questions accurately after hearing a variety of stories read aloud to him.He did an excellent job at sequencing and summarizing stories today. Main idea questions were the most challenging for him, especially when breaking up 'what is the main idea of the first paragraph?' He did a great job with word definitions. 2nd/3rd grade 90%, 4th grade vocabulary 60%.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for all of the session. Probes for updated POC completed. O: Noah was first asked to label categories when given 3-4 items within the category. He completed the activity with 10% accuracy. Noah then asked to answer basic “when” questions in a field of 2 visual answer choices. He completed the activity with 37% accuracy. After, Noah was asked to identify the superlative (e.g. big, bigger, biggest) in a field of 3 visual answer choices. He completed the activity with 60% accuracy. After, Noah chose to complete an alphabet identification activity where he found the uppercase letter provided verbally in a field of 3 letters. He completed the activity with 50% accuracy. Then, Noah completed a pronoun labeling activity where he was provided picture scenes and asked to choose the correct pronoun in a field of 3. He completed the activity with 57% accuracy. Lastly, Noah was asked to identify which image displayed “more” in a field of 2 visual answer choices. He completed the activity with 60% accuracy. A: Probes for updated POC started. Initial baselines collected. Consistency with “more” identification displayed P: Continue collected updated POC baselines. Continue previous POC goals that have not yet been mastered.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for most of the session. He became increasingly distracted as session progressed. O: Noah was first asked to follow a variety of 1-2-step related directions. He completed the activity with 80% accuracy. Noah then completed a quantitative concepts activity in which he discriminated many versus few and more versus less in a field of 2 visual answer choices. He completed the activities with 83% and 60% accuracy respectively. After, Noah was asked to label spatial concepts displayed in a picture scene shown. He completed the activity with 80% accuracy. Lastly, Noah answered mixed “wh” questions about a variety of picture scenes presented. He completed the activity with 72% accuracy. A: Increased redirection to task needed to complete spatial concept and mixed “wh” question activities. This is likely cause for decreases in data for these goals. Increases displayed across all other POC goals. P: Continue with current POC goals that have not yet been mastered. Probe additional goals to update POC.
Richard had a great session today. He continued to work on 3rd-5th grade multiple meaning words. He did an excellent job of recalling the words from Tuesday of this week. He enjoyed getting these correct and felt confident. Started to work on coming up with a sentence for each of the meanings of the words. He did an excellent job with this today!
