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After reviewing the recorded session please answer the following:
Summarize the background information (include age of client/students, specific goal areas being addressed).
The client Is a girl with a chronological age of 4.8. She has trouble producing bilabials,and forming connection between objects and their functions. This specific session we were working on labeling common objects found in the classroom. This includes writing utensils, people around the classroom, and the words chair, cubby, table, and sink. At the beginning of the semester the client was not able to label, or identify any of these objects. By the end of the session the client was able to label sink, teacher, pen, and pencil.This was a large progression.
We progressed through 3 activities. The first being a picture card activity to gauge the level of identification the client was at. The client only managed to correctly label 3 of the 12 objects. We then went through a scavenger hunt. During this activity the client had to pass all the objects and do something with each object, eventually leading to a big x with pens, markers, and pencils on it. The client was able to identify all of the objects when given visual and directional cues. The Last activity was to take the writing utensils and describe them. I asked the client what each utensil was and we put them in groups. She then proceeded to put colors the the utensils. The client was able to do fairly well With labeling the objects and colors except for the word marker, that seemed to be tougher for her. The reason we are working on these words is because the client is going to kindergarten next year and the words selected are key objects she will need to know as a kindergartener.
The client as some be...

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...y though. When the clinician does this and the client responds in a negative way such as “no” the clinician quickly revises the utterance and turns it from a question to a command. Ideally the clinician would learn to not give the client a choice when the activity of action is not optional. Another weakness of the session was the clinicians modeling technique. The clinician has trouble learning when to give more cues and when to wait for the client to figure it out on her own. After assessing with the supervisor, the clinician realized that she was giving more cues ( verbal and visual rather than just verbal) too late causing the client to become slightly frustrated or causing awkward silences that may not have been beneficial for the client. Ideally the clinician would have a better understanding, with more experience, when to give more ues, and when to wait.