Chris initiated conversation quickly this morning, as he wanted to share his "plans" to create a "one hundred and fifty subscriber special video." He is anticipating reaching the goal of one hundred fifty subscribers. He elaborated by providing varied ideas and details about the video. Familiar prompts and cues supported expanded use of varied vocabulary, use of cohesive ties and stronger linguistic organization. Topic shifting was subsequently rapid, and provision of familiar cues to support use of transition phrases was successful. Vocabulary clarification was acknowledged four times this session, as Chris utilized "previously heard short phrases" within a cycle of conversational exchange. Request for clarification was needed, and Chris shared that "he did not know" what the key vocabulary word or phrase meant. This was significant, as Chris would typically avoid requests for clarification, and abandon the interaction rather than share that he did not know. Allowance for expansion was noted for a brief period, and familiar attentional shift following increased communicative demand was subsequently noted. Strong session today.

The session commenced with Chris needing to share that he was unhappy that school was back in session following the winter break. He shared that he was tired, and that he was feeling "upset about some stuff." Strategies to facilitate expansion were successful for a brief time, however, Chris requested that "we talk about other stuff" after just a few minutes. He was eager to discuss the videos that he had "posted" over the break, Conversational reciprocity was facilitated via use of question stimuli predominantly. However, instances of comment-comment exchange were noted for 3-4 turns twice today. Familiar supports were provided to assist with use of cohesive ties. Attentional shifting was strong today, and overall affect was observed to fluctuate rapidly.

Richard had a great session. During this session we focused on comparing and contrasting information orally. We were able to organize our thoughts and combine information. We continued with auditory comprehension of short stories/paragraphs. Richard had difficulty with this. He did explain he might be able to answer questions if they were related to video games/pokemon. I told him I will try to find topics that are interesting and relatable. We played a turn-taking game where Richard was able to easily ask and answer questions appropriately. He was able to stay on task as long as he was able to move (sit, stand, lay) freely. We will continue by starting to administer the CELF-5 test to determine if current goals are accurate and representative of his areas of difficulty.

This was an initial getting to know you session. Richard was returning from an outside recess break and pleasantly greeted the clinician. He asks appropriate questions and provided appropriate answers to clinician's questions. He expressed that he didn't have any interest in working if it included reading or writing. He was able to explain that he finds it difficult and doesn't like to practice it. He was read /th/ cards at the word level will the appropriate tongue placement with 90% accuracy. He did not want to read them at the sentence level because he said the words were too tiny to see. He did however self correct his /th/ sound at the conversational level when discussing different types of turtles (i.e. leatherback)

Christopher had a good session today. He greeted the clinician appropriately and transitioned easily from lunch. We discussed difficulties in communication breakdown/repair and how to change the topic when there is a pause in the conversation. Chris expressed difficulty pretending to like something he wasn't interested in. We brainstormed a few ways we could ask about someone else's interests. He also informed me that some classmates were easier to relate to than others and he explained he feels he doesn't usually have a hard time making friends but doesn't enjoy socializing with non preferred topics. He self corrected interdental /s/ phoneme in conversation demonstrating great self awareness. We will continue to review conversation strategies and social awareness in the area of making friends and creating conversation turn-taking opportunities.

The student was absent today.

Christopher introduced himself upon meeting the clinician for the first time. He explained he already ate lunch but would sit and talk in the lunch room. He responded appropriately when another new student introduced himself and asked to join him at the table. He introduced the clinician and other student to his best friend here at the Batt School. The clinician facilitated some conversational turn-taking but all students did a great job contributing to the conversation. The clinician observed that he demonstrated a mild lisp on the /s/ phoneme at the conversational level. In addition, the clinician observed Christopher and friends exchanging jokes and conversation regarding video games, youtube, plush collections and movies they liked. The conversational topics were appropriate however, Chris made a few jokes and immediately apologized and knew the jokes may not be appropriate. The clinician observed Chris playing tag during recess. He was playing appropriately and enjoying time with his friends but during the last five minutes he removed himself from the game and without any explanation left the recess setting. Inside the clinician and Chris determined he was done and ready to return to his classroom. We finished the session by discussing what we could continue to work on. He explained he knows he should work on socializing with his peers but he feels uncomfortable and it is hard for him. The plan for next week will be to continue social cues in the lunch setting as well as introduce some ways Christopher can verbally express his desire to change the topic or remove/excuse himself from the conversation/game/setting.

Noah was very excited for his session today. He greeted the clinician with a big hug and transitioned well into the session. Worked on 3-4 syllable words using dot paint to mark all syllables. 90% accurate. Noah requested to play the banana monkey game so we worked on some fine motor skills while also working on conversation. Noah was in his santa hat so he practiced greeting many teachers/staff.

Noah worked on formulating age appropriate sentences while looking at books/picture cards. He did excellently with this today.
Present progressive was heard in many sentences without prompts.

Richard had a great session. He wrapped up his work on multiple meaning words. He has fully grasped the concept and is able to provide two meanings for words fairly easily! In addition,Richard engaged in conversation with the clinician regarding his holiday break and plans. He asked good questions and discussed excellent concepts. Richard has made some excellent progress. CELF testing to be completed in the new year for updated goals.

Richard had a great session today. He worked on 'that is the ___' filling in initial, medial and final TH words. Richard had the most difficulties with medial TH today. In conversational speech, he still required mod cues in order to produce his TH sound correctly.