S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant for the duration of his treatment session. Play-based, child led therapy, along with structured language and speech sound tasks utilized. O: Noah completed a spatial concepts activity where he reviewed spatial concepts (e.g. in, on, under, behind) and was asked to identify spatial concepts reviewed from a field of 2 visual answer choices. He completed the activity with 71% accuracy. Noah also completed a sight word identification activity (e.g. I, a, to, is, it, you, go) when provided initial modeling of the words. He identified the sight words in a field of 3 with 60% accuracy. Noah also completed a quantitative concepts activity (e.g. one vs. some) where he identified the quantitative concepts provided given a field of 2 visual answer choices. He completed the activity with 60% accuracy. Noah’s play skills were observed with data collected during a variety of play activities. He displayed the ability to turn-take/share in 78% of trials. Lastly, Noah completed a speech sound activity in which he produced /r/ blend words provided a model as needed. He completed the activity with 75% accuracy. A: Noah continues to display stability/progress across POC goals. P: Continue with current plan of care.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant for the duration of his treatment session. Play-based, child led therapy, along with structured language and speech sound tasks utilized. It is noted that Noah had a BM during the session, but this did not appear to impact his session data (i.e. no limited data on goals targeted). O: Noah completed a spatial concepts activity where he reviewed spatial concepts (e.g. in, on, under, behind) and was asked to identify spatial concepts reviewed. He completed the activity with 60% accuracy. Noah also participated in a letter identification activity for the letters A-D. He was asked to identify letters, provided a model, in a field of 3 letters. He completed the activity with 60% accuracy. Noah also completed two speech sound activities in which he produced /l/ across positions of words and /l/ blend words provided a model as needed. He completed the activities with 100% accuracy and 75% respectively. A: Noah continues to display stability/progress across POC goals. P: Continue with current plan of care.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant for the duration of his treatment session. Play-based, child led therapy, along with structured language and speech sound tasks utilized. It is noted that Noah had a BM during the session, but this did not appear to impact his session data (i.e. no limited data on goals targeted). O: Noah completed a spatial concepts activity where he reviewed spatial concepts (e.g. in, on, under, behind) and was asked to follow directions using the spatial concepts reviewed. He completed the activity with 65% accuracy. Noah also participated in a letter identification activity for the letters A-C. He was asked to identify letters, provided a model, in a field of 3 letters. He completed the activity with 67% accuracy. Noah also completed a sight word identification activity (e.g. I, a, to, is) when provided initial modeling of the words. He identified the sight words in a field of 4 with 87% accuracy. Lastly, Noah completed a speech sound activity in which he produced /l/ blend words provided a model as needed. He completed the activity with 73% accuracy. A: Noah continues to display stability/progress across POC goals. Notable increases with sight word identification. P: Continue with current plan of care.
Chris was excited to meet today, as he initiated the session from home more than 5 minutes ahead of time. He rapidly began sharing the many new ideas that he has for upcoming video productions.
Topic shifting was rapid, and subsequent scaffolding supports to assist with topic transition were successful. Speaker -speaker overlap was frequent, however, it is notable that he smiled and laughed as we re-visited aspects of speaker-listener turn taking, and stated "I remember Ms. Lynne." Use of cohesive ties and temporal cues were supported with prompts today as well. Target /s/ production carryover was also supported with gentle reminders. Strong session today. As the session came to a close, Chris expressed concern that today's session was the last session of the school year and that he was hopeful that "we could meet over the summer a couple of times." We discussed that that was certainly an option, and that depending on the summer schedule, we could explore this option with his parents.
During our second session Richard and I focused on grade level vocabulary. We read a non-fiction passage together. While Richard was hesitant to read, his skills are really improving. I hope he continues this momentum and practices his reading over the summer. We answered questions regarding the passage and he dictated definitions in his own words. We compared them to dictionary definitions and he was able to define the words himself with 90% accuracy. We finished the session with a synonym/antonym task and he was able to correctly match up synonyms of words he knew. He required me to read them multiple times. He demonstrated more difficulty with words he wasn't familiar with which is to be expected but was able to match them correctly when I provided him the definition.
Richard and I began our session with a list of topics that involved /th/ words. We played a tabletop battleship game while we discussed the topic. He required minimal prompting and used /th/ in the initial position was 100% accuracy. He used medial /th/ with 75% accuracy. I introduced the "tongue tap" where /th/ is produced by quickly tapping a raised tongue behind the top teeth instead of fully protruding it out of the mouth for medial /th/. This allows Richard better control and more seamless coarticulation of sounds for medial /th/. Otherwise, his 75% accuracy of medial /th/ does not effect his intelligibility. He is doing great.
The session commenced unexpectedly with Chris initiating the session 10 minutes ahead of time from the car. He was situated with his headphones, eager to engage, and was well prepared for the session. Conversational reciprocity was strong this session, as increased acknowledgement of comments with appropriate social markers was noted with increased frequency. Instances of repetition of question/comment stimuli followed by a reply was noted as well. This familiar support strategy continues to be utilized with increased frequency as self monitoring has improved specifically during periods of attentional shifting. Scaffolding supports provided a strong framework for topic transition with subsequent use of transition phrases. Speaker -speaker overlap was markedly diminished this session. Strong use of cohesive ties and temporal links supported clarity of intended message throughout the session today.
Richard was eager to show me the updates to his room with his new desktop and lights. We began with a grade-level vocabulary task in which Richard was given a word and we both suggested a word that would best fit the description. He was able to use successfully verbal reasoning and was very convincing as to why his choice was always the best. Next, we read a grade-level text together and then completed a creative writing task where Richard was able to dictate his ideas to me in grammatically correct sentences with 75% accuracy. On a few occasions I would reword his dictated sentence and give two different options. He was able to choose the grammatically correct alternative more than half the time. We practiced slower rate of speech in conjunction with /th/ in conversation with two different topics. Interestingly, on the topic he found more engaging his speech was quicker and less concise but when he had to think harder about what to say with a less preferred topic, his speech was slower and more deliberate. Richard is doing really well and should be very proud of his progress.
Maddie and I had our session outside today. We played a frozen matching game using /f/ in the initial position at the word level. Maddie is able to produce /f/ but still requires max visual cues and verbal prompts to bite her lip. In connected speech, the coarticulation causes a challenge for Maddie making her speech less intelligible. We continued with a quick game of freeze tag to expend Maddie's energy and to introduce carryover of the /f/ sound. We also worked on /s/ in the initial position of the word level looking at pictures for "same and different".
