Richard and I completed /th/ valentines today. He was able to answer questions using medial /th/ words with 75% accuracy and correcting when prompted to “try again with a good /th/“. We read a /th/ passage together because he stated it was too difficult to read on his own. He was able to find the /th/ words and use auditory memory skills to retain the sentence and produce accurate /th/-

The session commenced with Chris initiating a "face time" call 12 minutes prior to the scheduled time. He shared that he was at home once again, and wanted to be sure to be on time for our meeting. Commending him once again for taking responsibility, and honoring the scheduled commitment was paramount. Conversation subsequently expanded to include the plan to resume sessions from school, as well as providing support to best navigate the frustration he has been experiencing with the recent early arrival protocols. Chris was attentive and participatory this morning. He was eager to share details regarding upcoming "You Tube" projects and collaborations, as he has established himself within a network of other "plush tubers" over the last weeks. Chris demonstrated stronger linguistic organization and increased use of topic transition phrases to best support conversational reciprocity this session. Cue supports were provided as needed. Strong session today.

Madison was absent today.

Christopher was in a good mood today. We started by playing a game and discussing the characteristics of a good winner and loser. He was able to demonstrate being a gracious winner but had a little more difficulty being a gracious loser. After losing, we discussed different ways you can leave the game or situation without making a scene or hurting other’s feelings. We also quickly worked on /s/ tongue placement. Chris can produce /s/ correctly at the word level but shows errors in coarticulation and production in conversation.

Richard was feeling under the weather today. He requested frequent breaks and seemed fatigued. First, we worked on Reading comprehension. Richard read a short story aloud and then answered comprehension questions at his level with invisible ink. He demonstrated difficulty reading the questions himself. (Ex: “Who was the story about?”) He could easily answer the question verbally but struggled to both read it and write down an answer. We continued with listening comprehension task, after reading a grade level story with age appropriate vocabulary, Richard was able to answer questions verbally with 70% accuracy. The ones he didn’t get correct required him to refer back to the story and he was unsure which part he wanted me to reread. We also worked on common /th/ words in sentences using high frequency sight words. He produced /th/ with 75% accuracy and corrected with minimal prompting. We finished by using air dry clay to create Pokémon characters with /th/ sounds in their names or abilities.

Anticipated Chris arriving for the regularly scheduled session, and waited for him to arrive. Unfortunately he arrived to school late this morning.

Maddie was absent today

Chris stated he wasn’t feeling well today. We attempted a perspective taking task. Chris answered all questions by saying “I don’t know”. We also worked on social filter again. Chris understands what jokes are acceptable but also admits he likes to see people’s reactions. We changed tasks and attempted to find a positive outlook. I asked Chris to name something he was proud of. He spoke to me about his YouTube channel, his accomplishments and how we can think about those things in difficult moments.

Richard was absent today

Maddie and I had our initial session today. I collected baseline data to establish speech goals. Maddie is a happy social girl who engages easily and was eager to head to speech. We completed a community helpers activity. Maddie has a great vocabulary and familiar listeners can use context to fill in the words she is attempting that are unintelligible. Maddie demonstrates some phonological processes such as backing. She uses /g/ for /f/ (ex GireGighter for Firefighter). Interestingly, Maddie is also fronting. She uses the alveolar sounds of /d/ for /sh/ (ex do for shoe). Maddie would benefit from use of a mirror for visual feedback. Our initial goal will be /f/ in the initial position with 80% accuracy.