Richard was in a good mood today and ready to work. In the first session we completed an irregular verb task. He prefers dragging the words from the word bank into the blank over writing the words in himself. He completed the task with 60% accuracy. He continues to need more exposure to irregular tense words. We continued with /th/ in conversation. Richard demonstrated difficulty today due to another loose brace wire irritating him. He wanted to cut the wire down with scissors but I declined to let him try that. He completed the /th/ in conversation task with 50% accuracy.
Anticipated Chris' arrival this morning. Inquired with Elise as he did not arrive. She shared that mom has just informed school staff that he was out of town.
Today we worked on /th/ in sentences with 85% accuracy. He does a great job when he knows /th/ is in the word. He still demonstrates difficulty with habitual errors in common words (I.e. “something”) We continued by working on describing attributes while using /sh/ words. I provided Richard multiple prompts to swallow excess saliva collecting in his mouth to reduce the “slushy” quality of articulation. He also spent a good amount of time playing with a loose wire from his braces that was really bothering him.
We continued our shared reading of non-fiction text from Monday. We made predictions and discussed/defined grade level non-fiction words. He requested that we finish this book and I was excited to see him requesting the reading portion of our time together. After this task he requested a five minute brain break. He was able to advocate for himself and tell me he needed a second before we continued. We finished our session working on irregular plurals. He did a great job with 80% accuracy given a word bank read aloud to him.
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 needed to have a BM during session, so some data is more limited. Play-based, child led therapy, along with structured language tasks utilized. Informal assessment of speech sounds and play skills (e.g. turn-taking; sharing, waiting) noted throughout the session. O: Noah’s speech intelligibility throughout session is noted to be at 70% to 75% intelligibility based on context. Play skills informally assessed with progress from previous sessions noted. Noah participated in a color identification task where he was asked to identify a color in a field of 3. He completed the task with 60% accuracy. Noah also completed a following directions with 2-key words activity (e.g. give the bowl to the bear). He completed the activity with 64% accuracy. Lastly, Noah participated in a sight word activity. He was able to read the sight word “to” with a model with 90% accuracy A: Intelligibility shows stability with using intelligibility strategies (e.g. say it slow; overexaggerated speech, etc.). Noah also displays stability/progress across additional POC goals. 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. Informal assessment of speech sounds noted. O: Noah’s speech intelligibility throughout session is noted to be at 70% to 75% intelligibility based on context. Noah participated in a color identification task where he was asked to identify a color in a field of 3. He completed the task with 60% accuracy. Noah also completed a following directions with 2-key words activity (e.g. pack the blue sweater and the small shoes). He completed the activity with 63% accuracy. Lastly, Noah participated in a sight word activity. He was able to read the sight word “I” with a model with 75% accuracy, as well as identify “I” in a field of 4 sight words (when provided a model) with 50% accuracy. A: Intelligibility continues to display increase across contexts using intelligibility strategies (e.g. say it slow; overexaggerated speech, etc.). Noah also displays stability/progress across additional POC goals. P: Continue with current POC.
Chris started the session discussing his relationships with certain kids at the school. We discussed the qualities in a friend that are important to him. We switched to create a more positive outlook. He enjoys finding friends that are creative and kind. Our topic for today was expressing our opinions. Christopher stated he always feels comfortable stating his opinion and has a difficult time but he knows he is supposed to keep them to himself because sometimes his opinions might be a little mean. We decided that it is easier to keep his hurtful opinions to himself if he respects the conversational partner.
The session commenced a few minutes ahead of schedule as Chris arrived in a timely manner this morning. Chris was observably tired this morning, however was eager to discuss the current "You Tube" collaboration project that he was coordinating. This afforded an excellent opportunity to review the concepts of perspective taking, making inferences, as well as presupposition.
Attentional focus was variable this morning, and the majority of exchanges were facilitated though the use of question stimuli. Cycles of expanded conversational exchange were noted 6 times during the session consisting of 4-6 cycles. Topic transition was supported today with familiar cue strategies.
Chris was seen today following a very lengthy spring break. He was eager to respond to a myriad of questions related to his travels, vacation destinations, and current "You Tube" productions.
Attentional focus was strong as topic maintenance was sustained for more lengthy cycles. Topic transition was supported with familiar cues for increased transitional phrase use. Noted familiar topic starters such as " Guess what Ms. Lynne," and "I have a question Ms. Lynne" were utilized predominantly this session. Speaker-speaker overlap was notably increased this session,
however, Chris was observably excited to share a great deal of ideas, and descriptions of recent events. Increased linguistic organization was supported with familar cue supports. Strong session.
During our second session today we continued reading “The Ultimate Shark Rumble”. In this portion of the session, we focused on non-fiction text features as well as age/grade appropriate vocabulary. Richard really engages well with non-fiction text and was able to answer comprehension questions easily. During reading we highlighted /th/ words in various positions of words to articulate while reading. Richard continues to demonstrate difficulty with decoding, therefore focusing on /th/ articulation proved to increase frustration and over generalization of the /th/ sound. We finished the session by creating our own “rumble” scenario featuring a Megalodon vs a Mosasaurus. Richard had many creative ideas and will be an excellent creative writer!
Christopher was not eager to participate. He expressed he’d prefer to still be on Spring Break. He did inform me about the two wonderful trips he took and that he had an amazing time in California at the Mario Theme park. We continued with a self esteem task. Chris explained he had a hard time coming up with things he liked about himself. We discussed many different characteristics of people including personality traits that he may like about himself. The only trait he would agree with was that he liked his creativity. He is proud of his creative work and likes that about himself. We discussed trying to brainstorm more ideas this week in order to increase self esteem and confidence.
