4/29/2025 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 speech sound activities in which she produced /sh/ and vocalic /r/ across positions in words when provided with an initial model. She completed the activities with 50% and 55% accuracy respectively. She then answered “wh” questions in regard to object function given a field of 2 answer choices. She completed the activity with 75% accuracy. Last, Alexandra completed a spatial concepts activity in which she was asked to identify the spatial concept provided given a picture and a field of 3 verbal answer choices. Alexandra completed the activity with 70% accuracy. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

4/28/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout the session. A combination of structured and play-based activities were utilized to collect data throughout the session. O: First, Noah answered mixed “wh” questions given a field of 2-3 answer choices about a story presented. He completed the activity with 75% accuracy. Next, Noah identified lowercase letters in a field of 2 answer choices. He completed the activity with 90% accuracy. After, Noah completed speech sound activities to practice his production of the voiced and voiceless /th/ sounds given a verbal/visual model. His data for these activities is as follows: /th/ initial: 100% ; /th/ medial: 40% ; /th/ final: 90%. Last, Noah completed a sight word identification activity in which he was given a pre-primer sight word and asked to identify it. He completed the activity with 40% accuracy. A: Stability/increases noted across targeted goals. Noah is at almost mastery for /th/ initial and final, but he still benefits from increased prompting with his production of /th/ in the medial position of words. P: Continue POC. Monitor /th/ initial/final production for mastery. Increase sight word identification activities.

4/24/2025 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 identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 75% accuracy. She then produced vocalic /r/ across positions in words when provided with an initial model with 50% accuracy. After, Alexandra answered mixed “wh” questions about a story read aloud to her. She completed the activity with 55% accuracy. Last, Alexandra completed a speech sound activity targeting /g/ in the initial position of words given an initial model. She completed the activity with 55% accuracy. A: Alexandra displays progress/stability on POC goals. Baseline established for present progressive usage goal. Independent self-correction noted with /g/ initial sound. P: Continue POC.

4/22/2025 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 identifying verbs displayed in various images provided using the present progressive tense (i.e. words ending in “-ing”). She completed the activity with 85% accuracy. She then produced /r/ across positions in words when provided with an initial model with 60% accuracy. After, Alexandra produced /sh/ across positions of words when provided with an initial model with 40% accuracy. Last, Alexandra answered mixed, basic “wh” questions provided when provided a field of 2 answer choices. She completed the activity with the following data: “what” ?s: 40% ; “where” questions: 30% ; “who” questions: 15%. A: Alexandra displays progress/stability on POC goals. Present progressive goal being targeted to collect a baseline. P: Continue POC. Establish a baseline for present progressive usage goal.

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.