Luke is starting to implement the zones of regulation in his speech sessions. He was resistant this morning to share which zone of regulation he was in. When prompted, he said he did not want to do the zones. He did open up and share a few things at home/school that put him in the different zones.
Luke had an amazing session today. He sat in his chair, focused, and attended to his sequencing of 6 step stories. He politely asked for help on how to put the cards in order as some of them were tricky. He earned time outside at the end of our session today for such great work!
Chris was eager to initiate conversation this morning. He clearly had a great deal of things on his mind this morning. He initiated the session by sharing that he had "some bad news to talk about."
This "news" afforded another wonderful opportunity to further discuss aspects of peer relationships, perspective taking, presupposition, problem solving, positive mindset, the value of mindfulness and the importance of "filters." Attention was variable this session, and brief discussion of the zones of regulation was extremely facilitative this morning as conversation expanded. Review of strategies to support modulation followed, and Chris demonstrated less fluctuation in overall affect and subsequently shared that he "felt better." Aspects of problem solving based on hypothetical scenarios, as well as current real life scenarios were supposed with familiar cues and prompts.
Chris once again eagerly initiated conversation as the session commenced. He immediately shared that he had "lots of things to talk about today." Topic initiation and subsequent transitions were characterized by strong use of familiar "starters" and "transition phrases." Speaker-listener reciprocity was strong this session as well, with increased allowance for comment and expanded questions. Narration and recall were supported with familiar cues and prompts in order to assist with effective use of cohesive ties and temporal links. Peer relationships were once again a topic of importance. Aspects of perspective taking and proactive problem solving were highlighted throughout the session. Strong session.
Richard had a great session today. He worked on multiple meaning words in sentences and providing definitions. He did so with 75% accuracy. Richard also worked on combining sentences together, with help.
Luke was distracted during today's session. It was clear that he did not feel 100%. We worked on articulation through conversation today, specifically /l/ and /th/.
The session commenced with a focus on Chris' changing interests. He was eager to discuss newer interests, as well as the success and pride that he is experiencing related to his academics.
He inquired about the "stuff we sometimes do with left and right brain." This afforded the opportunity to review aspects of attention, motivation, creativity and "thinking." We reviewed varied familiar movement patterns adapted from the Brain Gym literature, and discussed aspects of "left and right side brain communication." Chris expressed strong interest from a new perspective today. Self awareness, and aspects of metacognition and metalinguistics continue to blossom. In addition, discussion of peer relationships and perspective taking, as well as self reflection related to the zones of regulation was also highlighted this session. Strong session today.
Luke had a great session today. Initially he said that he did not feel well but turned it around quickly. We worked on rephrasing some comments that he made throughout the session to come off more polite. We also worked on our zones of regulation throughout the session. Luke completed two comprehension/sequencing activities today with minimal cues.
Richard had a great session today. He worked on TH in the initial, medial and final positions of words. Richard came up with sentences including his target words. Richard worked on slowing down his rate of speech during a conversational sample today. Lastly, some sight words were reviewed in preparation for connecting/ joining phrases together so that he can help read the sentences.
