Today we started with Richard informing me of all the fun things he did over Spring Break. He said he had a great time in the Keys and was so happy to spend time with his cousins. We began the session with /th/ articulation task. He said the words in isolation with 90% accuracy and then in sentences with 80% with self corrections to 90%. We continued with a /th/ word search task to work on executive functioning skills such as focus and working memory. This task required Richard to sustain attention for a significant amount of time. He also had to use his skills to attend for the entire word. He expressed multiple times that this task was difficult for him. We continued by starting another Ultimate Rumble book. This book focused on sharks. Richard used deductive reasoning and prediction skills. We took turns reading to reduce fatigue.
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. Use of timers as well as verbal reminders for transition out of treatment utilized and successful. O: Noah completed a yes/no color identification activity (i.e. color yellow displayed; “Is this yellow? Yes or no?”). He completed the activity after provided initial modeling of the colors with 75% accuracy. Noah also read a story with SLP and answered mixed “wh” questions throughout. He completed the activity with 67% accuracy. Lastly, Noah completed a sight word activity for the sight word “I”. He completed the activity with 45% accuracy given moderate to maximal support A: Noah displays consistent progress across updated POC goals. Increases displayed with color identification. P: Continue with current POC.
Richard was ready to begin today's session. We began with voiced and voiceless /th/. Richard was able to articulate and separate the words into correction classifications. His production was articulated with 75% accuracy. We continued with a grammar task where Richard had to rearrange a grade level sentence to place the words in the correct order. He was able to do this with 80% accuracy but on multiple occasions attempted to give up when rereading the provided words seemed to be difficult. We continued by reading a story slightly above his reading level. We took turns reading in order to reduce fluency fatigue. He did well but often loses his place when he gets distracted. He was able to answer the comprehension questions with 90% accuracy. Overall, he is doing very well and should continue to practice his sight words in order to increase reading rate and fluency.
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. Use of timers as well as verbal reminders for transition out of treatment utilized and successful. O: Noah completed a yes/no color identification activity (i.e. color yellow displayed; “Is this yellow? Yes or no?”). He completed the activity after provided initial modeling of the colors with 70% accuracy. Noah also completed two uppercase letter identification activities. He was provided a field of 3 letters for the letter sets A-E and F-J. He completed the activities with 20% and 30% accuracy, respectively. Lastly, Noah completed a speech sound activity for /l/ in the initial position of words when provided an initial model. He completed the activity with 80% accuracy. A: Noah displays consistent progress across updated POC goals. It is noted that for letter identification of the letter set F-J, Noah most consistently identified the letter “F.” P: Continue with current POC.
During our second session we worked on articulation of /th/ using minimal pairs. He was able to determine which target used the /th/ sound and was able to identify and produce the targets with 90% accuracy. He demonstrates difficult when an /f/ is involved in coarticulation of the /th/ target. We continued the session working on idioms found in our previous story (ex: butterflies in my stomach). We also completed a problem solving task in which Richard was able to think outside the box and solve with 85% accuracy. He did a great job today even though he said he wasn’t feeling his best.
Today Richard complained about not feeling well. He requested that we conduct speech with the lights off. We began the session with grade level story components such as conflict/resolution, setting and story predictions. We worked on using context clues to define grade level vocabulary of a story I read to him. When he is focused, he does a great job with auditory comprehension of short stories.
Maddie is becoming more aware of her sounds and the targets we are working on. She is even attempting to self correct and putting emphasis on sounds she knows to be in error. Today we discovered Maddie’s accuracy is much higher on /f/ in the final and medial position. We practiced /f/ in both of those positions of words in the mirror for accuracy and the feeling of coarticulation of the /f/ sound. She should continue to practice medial and final /f/ at home due to higher success and accuracy. In addition, we worked on the /s/ sound in the initial position of words.
