Maddie was in a happy mood today. We worked on /f/ and /s/ sounds by using air dry clay to make rainbow snakes and different fossils/imprints with shells and leaves we collected outside. She is doing well with her /f/ sound in the final position but in the initial position she still requires max prompting and visual cues to produce. She doesn’t seem as self aware of her errors and requires us to practice them directly in isolation and at the word level with a mirror for visual feedback. In addition, she has demonstrated some difficulty with following directions so we played a Robot game in which we took turns being the robot and operator to practice following different one and two step directions.
Chris arrived quite late this morning, allowing for only a brief language activity. He was eager to quickly engage, however, was observably tired. A succinct compare and contrast task was completed, followed by brief conversational expansion. Increased cycles of exchange were supported with familiar cues.
Chris was attentive, motivated and participatory for the duration of the session this morning. He was eager to discuss his upcoming move once again. We once again reviewed strategies to support organization, and time management. Topic shifting was well supported this session with use of familiar transition phrases. Chris was excited to hear feedback regarding the latest "You Tube" videos that he had posted. Story grammar elements, and strategies for dialogue expansion were highlighted. In addition, he shared that he is continuing to wait for fellow "Plush Tubers" to respond to his collaboration request. This afforded an excellent opportunity to review problem solving strategies, as well as aspects of topic initiation strategies. Strong session.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant throughout the session. Play-based, child led therapy, along with structured language tasks utilized. O: Noah completed a color identification activity where he labeled items by color. He completed the activity with 80% accuracy. Noah also participated in a letter identification activity for letters A-Z, given letters in a field of 4 (i.e. A-D letter cards with picture displayed; “show me C”). He completed the activity with 40% accuracy. Noah was also asked to follow 1-step directives with the inclusion of spatial concepts (e.g. in, on, under, behind). He completed the activity with 60% accuracy provided minimal to moderate support. Lastly, Noah’s play skills were observed with data collected during a variety of play activities. He displayed the ability to turn-take/share in 73% of trials. A: Noah continues to display stability/progress across POC goals. P: Continue with current POC. Monitor color identification goal and discontinue at mastery.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant throughout the session. It is noted that Noah had an accident during the session, but this did not appear to impact his session data. Play-based, child led therapy, along with structured language tasks utilized. O: Noah completed a color identification activity in which he labeled the color of various items. He completed the activity with 80% accuracy. Noah also took part in a sharing/turn-taking game. Noah shared with SLP and took turns provided a model as needed with 70% accuracy. Lastly, Noah completed a spatial concept activity (e.g. in, out, behind, etc.). He labeled the concepts provided a model with 30% accuracy. A: Noah displays stability/progress across POC goals. Some task refusal noted toward the end of play activity. Data did not appear to be impacted by incontinence in session. P: Continue with current POC. Monitor color identification goal and discontinue at mastery.
S: Noah was seen at the Batt School for treatment. He was initially hesitant to work with SLP but opened up quickly and was compliant for the duration of treatment. Play-based, child led therapy, along with structured language and speech-sound tasks utilized. O: Noah’s play skills were observed via a sharing/turn-taking game. Noah shared with SLP and took turns provided a model with 65% accuracy. He also completed a letter-sound correspondence activity with an alphabet puzzle. He completed the activity, given a model and maximal support, with 30% accuracy. Noah completed a speech-sound activity using multisyllabic words without a model with 80% accuracy at the word/phrase level. Lastly, Noah identified sight words (I, a, it) in a field of 2 with 70% accuracy. A: Noah displays stability/progress across POC goals. Some difficulty with sharing/turn-taking activity noted toward end of activity. P: Continue with current POC.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant throughout the session. Play-based, child led therapy, along with structured language tasks utilized. O: Noah completed a MLU expansion activity within session. He completed the activity with 75% accuracy. Noah also participated in a letter-sound correspondence activity for the letters A-C. He completed the activity with a model with 15% accuracy. Noah also completed a speech-sound activity with mixed speech sounds with 75% accuracy. Lastly, Noah identified sight words (I, a, it) in a field of 3 with 45% accuracy. A: Noah displays stability/progress across POC goals. Some task refusal noted with letter-sound correspondence task. P: Continue with current POC.
S: Noah was seen at the Batt School for treatment. He was eager to work with the SLP and compliant throughout the session. Play-based, child led therapy, along with structured language tasks utilized. Speech sounds and play skills (e.g. turn-taking; sharing, waiting) informally assessed throughout the session. O: Noah’s play skills continue to be informally assessed with progress noted. Noah completed a MLU expansion activity within session. He completed the activity with 70% accuracy. Noah also participated in a letter-sound correspondence activity for the letters A-C. He completed the activity with a model with 15% accuracy. Lastly, Noah completed a color identification activity in which he was asked to label object colors. He completed the activity with 70% accuracy. A: Noah displays stability/progress across POC goals. Play skills to be assessed more formally. P: Continue with current POC with addition of play skills goal.
Chris started the session by explaining a disagreement that he had just had on the playground. He did well explaining his side of the story and staying calm. I was really proud that Chris made the decision to ignore his peer and that he felt comfortable enough to express his frustration to an adult in a healthy way. Chris demonstrated appropriate social conventions and growth in his ability to handle a communication breakdown with a peer.
Richard did great today. He started off the session perseverating on a new game he had started for his Nintendo. He only wanted to discuss the initial steps of the game and so we deviated from the plan slightly in order to get him more engaged. We researched different Pokémons that had /th/ in the name. He used visual scanning techniques and a highlighter to search the list looking for /th/ targets. He then incorporated the target name in a sentence to including one fact about the Pokémon. We continued our session with /th/ in conversation. He often replaced medial /th/ in “something” to “some ping”. He is beginning to demonstrate some frustration to being corrected in conversation. We changed our approach and I just pointed to /th/ on a piece of paper instead of interrupting his thought pattern. He still didn’t really like it but he was able to finish his thought before attempting to correct the habitual error.
We continued by reading a grade level text together. We pointed out various text features and matched grade level vocabulary to the correct definitions.
