Richard had a great session today. He worked on problem solving questions after reading short stories about different current events. Richard did a great job recalling the sequence of the story and being able to answer questions.
Richard looked at initial, medial and final TH words and was asked to formulate complete grammatically correct sentences.
Initial: 5/8
Medial: 4/5
Final:9/10
Per Richard's request, he read who would win the book. He answered comprehension questions and asked excellent questions.
Chris enthusiastically initiated conversation with a strong focus once again. Topic preferences continue to remain within the scope of his video productions, story line narratives, and character development, as well as the new comic book series that he has created. Novel topics are expanded upon with greater frequency in recent weeks. Speaker -listener reciprocity was strong this session, characterized by cycles of exchange ranging from 4-5 cycles across 7 topics. Periods of speaker -speaker overlap were noted to increase this morning, however, awareness and acknowledgement continue to increase, as Chris was observed to repair the overlap with use of the continuation phrase "Sorry, you go ahead Ms. Lynne" 8 times during the session. Topic transition was supported with familiar cue strategies today.
Met with Jack for our first session today. Reviewed previous speech evaluation. Results indicate an articulation impairment with R. Jack is substituting /w/ for /r/ in single words and clusters. In addition he has difficulties with vocalic R.
Goals
Produce /r/ in initial, medial, and final position of words
Produce /r/ blends at the word level
Today Jack worked on initial R and AR.
For AR- we worked on movement of his articulators.
Initial R- we worked on a gentle smile
Luke had an excellent session. He practiced his L sounds in conversation while working on some theraputty. Luke was 95% accurate with his L's given minimal cues. Problem solving situations 60% accuracy. Then Luke practiced sequencing his morning using first, next, and last. Lastly, Luke worked on listening comprehension. 5/7.
Luke also sang some Taylor Swift today and was able to produce L sounds correctly through part of the song!
Luke had a great start to the session. He read a 3 paragraph short story and answered questions about the story. He attended to the story well and got 4/5 questions correct. The next story was much longer and more complex. Luke seemed to lose attention during this story but did remember some key details.
Luke also worked on L sound production in the initial and medial position of words with 90% accuracy today. Luke was able to maintain correct L sound production at the sentence level today with 90% accuracy. 'He put luggage on top of the yellow car,' 'I like jelly beans.'
Richard did a nice job today. We worked on problem solving situations. He would listen to a short story and then determine the problem and the solution. 90% accuracy. Richard then worked on multiple meaning words. He has improved in this area of vocabulary significantly. 25/30
TH in conversation is beginning to carry over- 80% accuracy without cues.
S: Noah was seen at the Batt School for a re-evaluation of language to assist with a plan of care update. Noah was eager to work with the SLP. Compliance noted to decrease as session progressed. Frequent breaks utilized to gain/maintain attention while administering the Preschool Language Scales, 5th Edition (PLS-5). Preliminary results of evaluation discussed with Noah's dad at end of session. O: Noah completed the expressive communication section of the PLS-5. A: Noah benefitted from multiple verbal prompts/repetitions throughout evaluation. P: No further testing is noted to be required. Evaluation report based on results of PLS-5 and GFTA-3 will be written up. Report will be provided and explained to parents. Plan of care will also be updated based on results.
Richard had an excellent start to today's session. Richard stated off reading a short story and learning about making predictions (guessing what happens next). Richard did a great job listening to the story and making predictions. Next Richard listened to 4 steps of a sequence and put the sequence in the correct order (only auditory). He did great on this, especially not reading it and keeping it in his memory. 90% accuracy. Richard then worked on a story about the main idea, details, and summary. He was able to describe the main idea of each paragraph 4/4 and then sequence the story with 85% accuracy with no cues.
S: Noah was seen at the Batt School for a re-evaluation of language to assist with a plan of care update. Noah was eager to work with the SLP and compliant for a majority of his session. Frequent breaks utilized to gain/maintain attention while administering the Preschool Language Scales, 5th Edition (PLS-5). O: Noah completed the auditory comprehension portion of the PLS-5. After completing the auditory comprehension portion, the expressive communication section was started but not completed. A: Noah benefitted from multiple verbal prompts/repetitions throughout evaluation. Expressive communication section will be completed during next session. P: Continue evaluation process with completion of administration of the Preschool Language Scales, Fifth Edition. Upon completion, full evaluation results will be provided and explained to parents. Plan of care will also be updated based on results.
Chris enthusiastically initiated conversation this morning. He was eager to "show off" his new hooded sweatshirt, as it was from his "SMC merchandise" collection. This provided an excellent springboard for expanded conversation. Speaker-listener reciprocity was strong this session, as cycles of exchange were noted to range between 3-5 and 4-6 cycles across 6 topics.
Periods of speaker -speaker overlap are steadily decreasing and 4 instances of overlap today were characterized by use of the continuation phrase "you go ahead Ms. Lynne."
Session focus was also in the area of linguistic organization, highlighting the notable decrease in the use of "TV talk," and the subsequent increase in novel language use and expanded vocabulary. Topic transition was characterized by use of familiar transition phrases with decreased need for cue supports. Strong session once again.
