WEEKLY THERAPY PLAN-LOG
Student Clinician Name: xxxxxxxxxx
Client Name: Xxxx Yyyy
Plan Established: 1/ 27/ 2011
Clinical Faculty: xxxxxx
Date: Session #: 5 & 6 02/01/11, 02/03/11
Goals/Objectives: The following long term goals and short term objectives have been established for
this course of treatment.
►Long Term Goal #1: Xxxx will accurately produce the /ʃ/phoneme in all positions of words
(initial, medial, final) in conversational speech with 80% accuracy by December, 2011.
■ Short Term Objective #1.1: Xxxx will correctly produce the/ʃ/ phoneme in all positions of single
words with 80% accuracy by March, 2011.
■ Short Term Objective #1.2: Xxxx will correctly produce the /ʃ/ phoneme in all positions of words
at the phrase level with 80% accuracy by April, 2011.
■ Short Term Objective #1.3: Xxxx will correctly produce the /ʃ/ phoneme in all positions of words
at the sentence level with 80% accuracy by May, 2011.
►Long Term Goal #2: Xxxx will accurately produce the /θ/ phoneme in all positions of words
(initial, medial, final) in conversational speech with 80% accuracy by December, 2011.
■ Short Term Objective #2.1: Xxxx will correctly produce the /θ/ phoneme in all positions of single
words with 80% accuracy by March, 2011.
■ Short Term Objective #2.2: Xxxx will correctly produce the /θ/ phoneme in all positions of words
at the phrase level with 80% accuracy by April, 2011.
■ Short Term Objective #2.3: Xxxx will correctly produce the /θ/ phoneme in all positions of
words at the sentence level with 80% accuracy by May, 2011.
►Long Term Goal #3: Xxxx will accurately produce the /r/phoneme in all positions of words
(prevocalic, intervocalic, vocalic) in conversational speech with 80% accuracy by December, 2011.
■ Short Term Objective #3.1: Xxxx will correctly produce the /r/ phoneme in all positions of single
words with 80% accuracy by March, 2011.
■ Short Term Objective #3.2: Xxxx will correctly produce the /r/ phoneme in all positions of words
at the phrase level with 80% accuracy by April, 2011.
■ Short Term Objective #3.3: Xxxx will correctly produce the /r/ phoneme in all positions of words
at the sentence level with 80% accuracy by May, 2011.
Procedures / Session Activities:
Tuesday, February 1, 2011
1. SH Funny Flips: Using the SH Funny Flips book, Xxxx will be asked to name the /ʃ/ words
pictured in the book.
a. Rationale: This activity will be a fun way to address the target sounds
b. Materials needed: SH Funny Flips (on bottom bookshelf.
2. Drill: Using copied sheets from the Jumbo Artic Drill Book, Xxxx will be asked to repeat words
given a model addressing the three phonemes he is currently working on. The phonemes will be
addressed in the final position of words.
a. Rationale: This activity will help work on Xxxx’s production of sounds in the final position
of words.
b. Materials needed: Copied articulation sheets from Drill Book.
Note: We did not get to this activity due to time constraints.
3. Sound-Loaded Scenes: Using a copy from the Sound Loaded Scenes book, Xxxx will be asked to
say the names of different objects, which have the target sounds he is currently working on. After
repeating the words 5x, he will be allowed to color in the object.
a. Rationale: This activity yields another fun way for Xxxx to practice his target sounds.
b. Materials needed: Copied page from Sound-Loaded Scenes for Articulation
Thursday, February 3, 2011
4. Finger Puppets: Using finger puppets, Xxxx will have his puppet of choice (4 will be provided) say
the target phonemes. He will be asked to choose a puppet for each sound he is working on (ex:
/Θ, /r/, /ʃ/).
a. Rationale: This is an activity which will elicit practice of the target phonemes.
b. Materials needed: R, SH, TH Artic Cards & additional words
Note: This activity was not addressed.
5. Arthur’s Reading Race: Xxxx will be asked to team-read or read aloud the book “Arthurs Reading
Race”, focusing on words with phonemes that he is currently working on.
a. Rationale: Articulation fun; changing up the style of intervention will be more fun for Xxxx.
b. Materials needed: Aruther’s Reading Race book (3) from cupboard.
6. Fun page: Using “Artic-Quickies”, Xxxx will be asked to complete fun pages (puzzles, matching,
etc) with the /Θ/ phoneme for homework.
a. Rationale: FUN drill
Materials needed: Copied pages from TH Artic-Quickies
WEEK #3: Tuesday: 2/1/2011 & Thursday: 2/3/2011
S: During this week’s sessions, Xxxx joyously left his classroom to come to speech therapy and participated
willingly in all activities provided. He showed great effort in correctly producing his target sounds.
O: Session Procedures/Activities/Results:
Tuesday, 2/1/2011: Today, Xxxx was asked to choose/create a character using the Silly Flips book. He was
given a model for each word, as the words seemed to be a more difficult level of words than what was
previously practiced. His production of the SH phoneme accuracy was as follows: Initial: 73% (22/30),
Medial: 63% (12/19), Final 69% (16/23). Common errors Xxxx made while producing the “sh” sound were
substituting it for the /s/, for example, in the initial position, he said “seriff” for “sheriff”, “seep-dog” for
“sheep-dog” and “sampoo” for “shampoo”. In the medial position, Xxxx substituted the “th” sound for the
“sh” sound in the word “national”, instead saying, “nathonal”. He also switched the /s/ and “sh” in the word
“sun-shine”, instead saying, “shun-sine”. In the final position, Xxxx substituted /s/ for “sh” by saying
“rubbis” for “rubbish”. Xxxx thoroughly enjoyed this activity because it was very interactive and he enjoyed
creating a silly character. These activities addressed Long Term Goal 1, Short Term Objective 1.1.
Xxxx was also asked to do a “Sound-loaded Scene” fun page for the phoneme /r/, addressing the final
position. His accuracy was as follows: 67% (27/40). This activity addressed Long Term Goal 3, Short
Term Objective 3.1.
Thursday, 2/3/2011: Today in therapy, Xxxx was asked to participate in a drill activity for the “sh” phoneme.
Xxxx requested that he be able to use “Don’t Wake Daddy” after each production of the word. His
accuracy in producing these words with the “sh” targets were as follows: Initial: 84% (38/45), Medial: 71%
(32/45), Final: 73% (33/45).This activity addressed Long Term Goal 1, Short Term Objective 1.1
Xxxx was also asked to read a book which was loaded with target sounds, “Arthur’s Reading Race”. He was
asked to find and repeat words that had the target sounds he is currently working on. Difficult words were
written down and practiced at the end of reading the book. Xxxx produced the problematic words as
follows: Arthur  “Arsur”, reads  “weads”, cream  “cweam”, three  “thee”, words  “wahds”, read
 “wead”. These words were practiced after the session. This activity addressed Long Term Goal 3,
Short Term Objective 3.1.
The activities planned to address Long Term Goal 2, Short Term Objective 2.1 were unable to be addressed
today due to shortened session (fire drill).
A/P:Assessment & Plan: Xxxx seems to be progressing in his productions of all three phonemes that he has
been working on the past several weeks. His percent of accuracy for /sh/ and /r/ has steadily improved
each session. His accuracy level of 84% has met the short term objective criteria for initial /sh/ in words.
He has been given a verbal and visual model, and this will slowly decrease as he improves his accuracy.
The plan for next week will be to continue to work on the same sounds at the single word level through
games and drill work. It will be important to continue to monitor /sh/ at the single word level in the initial
position to make sure he remains consistently at or over 80% accuracy. Activities will be planned to
directly address the /θ / since it was not able to be worked on this current week. As Xxxx continues to
demonstrate improvement and increased accuracy with the target sounds in each position of single
words, the weekly plans will begin to incorporate elicitations at the phrase level which is the next short
term objective to be targeted.