3/17/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. It is noted that Noah had a BM during session, therefore some session data is limited. O: First, Noah completed speech sound activities targeting the /th/ sound across all positions of words. He was provided with an initial model for each target. His data is as follows: /th/ initial: 80% ; /th/ medial: 40% ; /th/ final: 80%. Next, he was asked to label parts of an object given visual supports (e.g. parts of a bird: wing, beak, feet). He completed the activity with 50% accuracy. Last, Noah answered mixed “wh” questions given a field of 2-3 answer choices for each question. His data is as follows: what ?s: 71% ; where ?s: 60% ; when ?s: 60%. A: Limited data is noted due to Noah’s BM during the session. Session data is consistent with previous sessions. Some baselines were established. Noah displays increases with his self-correction of the /th/ sound in the initial and final positions of words. Difficulties with self-correction in the medial position noted. P: Continue POC. Finish establishing baselines.

3/10/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session and discussed his upcoming trip to Colorado with his family. O: First, Noah answered mixed “wh” questions about two Pete the Cat stories read aloud to him. He was provided with a field of 3 answer choices for each question. His data is as follows: who ?s: 71% ; what ?s: 92% ; where ?s: 67% ; why ?s: 50%. Next, Noah completed speech sound activities targeting the /th/ sound in isolation and across positions of words. He was provided with an initial model for each target. His data is as follows: /th/ isolation: 30% ; /th/ initial: 30% ; /th/ medial: 20% ; /th/ final: 20%. After, Noah completed an expressive spatial concepts activity in which he 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?”). He completed the activity with 50% accuracy. Last, Noah was asked to label parts of an object given visual supports (e.g. parts of a bird: wing, beak, feet). He completed the activity with 40% accuracy. A: Baseline data is currently being collected on POC goals. It is noted that Noah responded well to modeling of target speech sounds assessed and began to self-correct as the activity progressed. P: Continue POC and establish baselines.

Chris was eager to initiate conversation this morning. He "jumped" right into the topic that was clearly at the forefront of his mind. He was very much wanting to share details regarding his upcoming transition to Duncan Middle School. Familiar scaffolding supports were provided, as linguistic organization was variable. Use of direct questioning embedded within cue hierarchies was facilitative. Speaker- speaker overlap was notable this session as well. However, awareness of instances of overlap was strong, and Chris was observed to utilize familiar strategies in order to successfully repair the conversational breakdown 8/12 instances. As expected, the transition to Duncan was a dominant topic this session. Reflection on his growth both academically, and socially was highlighted. Review of strategies that support attention, mindfulness, responsibility and navigating peer relationships was highlighted as well.

2/27/2025 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 eating her lunch when the session began. Alexandra had some difficulty initially warming up and completing activities, but after transitioning from her room to the pre-k room, she was eager to work with the SLP and engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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. Next, Alexandra was asked to follow directions given spatial concepts (e.g. put the candles “on” the cake). She completed the activity with 60% accuracy. Then, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. After, Alexandra produced target sounds /sh/ when provided a model. She produced the the /sh/ sound across all positions with the following accuracy: /sh/ initial: 60% ; /sh/ medial: 60% ; /sh/ final: 0%. Lastly, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and both a field of 2 and 3 answer choices. She completed the activity with 80% and 60% accuracy respectively. A: Alexandra displays some progress/stability on POC goals. She displays increased difficulty with /sh/ in the final position. P: Continue POC. Increase targeting of /sh/ in final position of words.

2/25/2025 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 completing a puzzle when the session began and continued to work on puzzles with the SLP. Alexandra was eager to work with the SLP and very engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. Lastly, Alexandra produced target sounds /r/ and /sh/ when provided a model. She produced the the /r/ sound across all positions with 40% accuracy and the /sh/ sound in the initial position of words with 25%. A: Alexandra displays some progress/stability on POC goals. She was reprobed with /sh/ sound and displays increased stimulability in targeted production. P: Continue POC.

2/20/2025 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 completing a puzzle when the session began. Alexandra was eager to work with the SLP throughout the session and very engaged with the SLP. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first 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?”) and a field of 2 answer choices. She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 40% accuracy. Lastly, Alexandra produced target sounds /r/ and /j/ when provided a model. She produced the the /r/ sound in the medial position with 58% accuracy and the /j/ sound in isolation and in the initial position of words with 40% accuracy and 20% accuracy respectively. A: Alexandra displays some progress on POC goals and is displaying increased stimulability for speech sounds. P: Continue POC and develop baselines.

Chris was extremely tired this morning. He shared that he "didn't really sleep much." Once the session was underway, he was attentive and participatory as usual. He initiated conversation with a strong focus. He was eager to share his completed powerpoint presentation that he began working on in January. Once again, this afforded an excellent opportunity to review aspects of narrative generation, and story grammar components. He had clearly revised his initial presentation, and utilized the guidance provided in a previous session.
Expanded use of cohesive ties, increased use of detail, stronger setting clarification, and expanded character development and perspective were all incorporated into his revision. Review of both grammatical markers and sentence structure components was highlighted today. Strategies to enhance target use of punctuation as a framework to clarify storyline intent were shared. Expanded details regarding verbal narrative generation as well as written narrative generation were also highlighted. Speaker -speaker overlap was notable today, however, awareness of instances of overlap was strong. Familiar supports were provided to assist with successful conversational repair.

Chris enthusiastically initiated conversation this morning. He presented with a happy demeanor and was eager to discuss a myriad of topics today. He was eager to share new "video segments," and a new power point project that he had created. However, the technology presented with challenges this morning. He maintained balance, although he was observably frustrated, and simply asked "Ms. Lynne, let's plan to do this next week ok?" He subsequently utilized a familiar transition phrase to segue into a new topic of choice. Additional topic transitions were characterized by use of strong transition phrases 3 times. Remaining transitions were supported with cues and supports. Speaker -speaker overlap was notable this session, as attentional shifting was moderate. Awareness of instances of overlap was variable, and supports were provided to successfully repair overall occurrences. Topic choices this session allowed for strong expansion into the familiar aspects of presupposition, perspective taking, and "filtering."

2/10/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for a 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, telling the SLP about school, friends, family, etc. Play-based therapy techniques, speech sound screening assessment and structured language tasks were utilized to assist in developing an appropriate plan of care for Noah. O: Through speech sound screening assessment and play-based therapy, some speech sound difficulties were displayed. Errors patterns included deaffrication (e.g. a “stop” sound (/p/, /b/, /t/, /d/, /k/, /g/) replaces an affricate (/ch/, /j/) and incorrect production of /th/. Language probes were also provided. First, Noah was asked to spell his first name and completed the task with 100% accuracy. He then was asked to spell his last name given verbal cues (i.e. isolated letter sounds). He was able to spell his last name with 43% accuracy. Lastly, Noah completed a letter-sound correspondence activity where he was asked to identify the letter when provided with its sound and a field of 3 letter choices. He completed the activity with 54% accuracy A: Noah presents with both speech sound and language difficulties. Speech sound difficulties include production of affricates and production of /th/ across positions of words. Language difficulties include phonological processing skills such as letter-sound correspondence. P: Continue assessment and develop a plan of care.

2/18/2025 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 completing her lunch when the session began. Alexandra was initially hesitant to work with the SLP but quickly warmed up as the session progressed/activities were presented. Play-based therapy techniques and structured language tasks were utilized throughout the session. 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 57% accuracy. She was then asked to identify the spatial concept provided given a picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 55% accuracy. Next, Alexandra completed a quantitative concepts activity where she was asked to identify the concepts “more” and “less” in a field of 2 picture answer choices. She completed the activity with 90% accuracy identifying more and 10% accuracy identifying less. Lastly, Alexandra produced the /r/ sound in isolation and at the word level given a verbal model. Her percentages are as follows: isolation: 60% ; initial /r/: 100% ; medial /r/: 60% ; final /r/: 60% A: Alexandra has developed baselines for expressive and receptive spatial concepts. It is noted that Alexandra has difficulties with receptive and expressive identification of “next to,” “above,” “below,” “under,” “in front,” and “behind.” Quantitative concepts and /r/ production baselines are still being established. P: Continue POC and develop baselines.