Classroom Observation Paper

During this session, I asked my clinician where her school funding comes from. Christine said the funding comes from the school district and budget related services. If Christine’s department wanted a new standardized test, like the PLS-5, she would put in a request and wait to see if the school had funding for it. The preschool department where Christine works is funded through a grant that can vary depending on the year. If there is X amount of money left over, the teachers offer it to the SLPs. Another area of funding is from Medicaid. An interesting fact Christine told me was that she is able to claim 200$ of personal expenses to taxes if she saves her receipts on SLP materials.
This week during my observation session with Christine Landsdown, I directly observed three child language sessions and one child articulation session. D.L. was the child in the articulation session, which I primarily focused on. D.L’s session was twenty minutes long and Christine had 3 activities planned.
Christine began reading a book called Boo!, which was the first activity. The book featured sequencing and repetition. Some pages had vocabulary that D.L was not aware of, such as Vampires and warlocks. Christine explained what they were. It is possible that D.L. did not have the vocabulary to name these

Christine had a series of 3 pictures containing /f/ in initial, medial and final positions. After the 3 target words were presented and pronounced, D.L. was asked to put a pumpkin, spider, or cat in the correct placement on the wall behind him. This task was to identify the item presented to D.L and place it in the correct location. After D.L. identified the item, he was supposed to use prepositional locators, such as on top of and at the bottom to place the item on the picture. The prepositional locators were emphasized when given the item; the cat goes on top of the fence, or the pumpkin sits on the bottom of the