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. Throughout the session, she enjoyed telling the SLP about her upcoming trip to Colorado. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. 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 65% accuracy. Next, Alexandra produced target sounds /j/ and /r/ when provided a model. She produced the target sounds with the following accuracy: /j/ isolation: 30% ; /j/ initial: 10% ; /j/ medial: 10% ; /j/ final: 15% ; /r/ medial: 60%. Last, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and a field of 3 answer choices. She completed the activity with 40% accuracy. A: Alexandra displays some progress/stability on POC goals. Decreases displayed with answering “wh” questions in a field of 3 answer choices. It is noted that Alexandra would often choose the last answer provided. P: Continue POC. Monitor “wh” question goal.

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 throughout the session. Increased, trial-based, speech sound tasks were given to accommodate Alexandra eating throughout the session. O: Alexandra completed speech-sound tasks that included /sh/ in isolation and across positions at the word level, as well as /r/ across positions to assist with the phonological process of gliding (i.e. replacing /r/ with /w/). She received an initial model for each target word/sound. Her data is as follows: /sh/ in isolation: 60% ; /s/ initial: 65% ; /sh/ medial: 60% ; /sh/ final: 20% ; /r/ across positions: 45%. A: Alexandra displays some progress/stability on POC goals. Speech-sound targets had increased trials to accommodate Alexandra finishing her lunch. P: Continue POC.

3:30PM-4:30PM
S: Noah was seen at the Batt School for a second 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. Play-based therapy techniques, language screening assessment and structured language tasks were utilized to assist in developing an appropriate plan of care for Noah. O: Through language screening assessment and play-based therapy, some language difficulties were displayed. They include: expressive identification of prepositions (i.e. when provided a picture and a prompt to identify the location of a noun shown), expressive categorization (i.e. given a category, listing items within the category provided; e.g. name 3 items on a playground), expressive identification of attributes (e.g. what is the same/different between two objects), and initiating of questions/comments when given a picture scene. Noah was then given speech sound probes at the word level with an initial model. The speech sounds, position, and percentages are as follows: /sh/ initial: 90% ; /sh/ medial: 95% ; /sh/ final: 95% ; /ch/ initial: 85% ; /ch/ medial: 90% ; /ch/ final: 80% ; /j/ initial: 70% ; /j/ medial: 60% ; /j/ final: 60% A: Noah presents with both speech sound and language difficulties. Speech sounds should be targeted at the phrase level and higher with fading cues. Language difficulties include: expressive identification of prepositions, expressive categorization, expressive identification of attributes, and initiating of questions/comments when given a picture scene. P: Develop a plan of care. Assess to establish baselines.

3/18/2025 12:40PM-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 first completed a variety of speech-sound tasks. She began with an activity to help assist with the phonological process of cluster reduction (simplifying consonant clusters (two or more consonants together) by omitting or substituting one or more sounds; e.g. “tuck” for “truck”). She completed the activity with 60% accuracy. Next, Alexandra produced the target sounds /r/ and /sh/ across positions of words when provided with an initial model. She produced the target sounds with the following accuracy: /r/ initial: 60% ; /r/ medial: 30% ; /r/ final: 25% ; /sh/ initial: 65% ; /sh/ medial: 20% ; /sh/ final: 20%. After, Alexandra produced words ending in vocalic /r/ (e.g. star, fur, air, ear, board, flier) given an initial model. She completed the activity with 35% accuracy. 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 60% accuracy. A: Alexandra displays progress/stability on POC goals. Increased stimulability for /sh/ sound noted. P: Continue POC.

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.