One session. Everything after it, done.
Meet Maya, age 5 — working on her /k/ sound and using “I” in sentences. Here's what happens after one play-based session.
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Capture the session live, or upload an audio file. Secure speech-to-text turns it into a transcript — no typing.
A SOAP note writes itself
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A clinical insight, just for you
Clinical Insights
Maya's final /k/ errors were omissions (final-consonant deletion), not fronting — and she's stimulable for final /k/. A reasonable next step is minimal pairs that contrast the final sound present vs. absent (e.g., "bee" vs. "beak") with an exaggerated final consonant, before moving to phrases. Worth probing next time: her "me/I" errors showed up in subject position while object pronouns stayed intact — so this reads as case-specific (subject "I"), not a broad pronoun difficulty.
A learning extra, never part of the signed note.
An informal evaluation summary from the same audio
Informal evaluation summary — play-based sample (~25 min). Maya engaged readily in pretend play.
Speech sounds: /k/ in error by position — initial (stimulable, emerging) and final (omitted). No clear phonological process beyond final-consonant deletion (seen across 4+ words). /g/ also worth probing.
Language: Mean length of utterance ~4 words; subject-pronoun errors ("me do it"). Vocabulary and comprehension age-appropriate in play.
Intelligibility: Good in known contexts; reduced with final-consonant omissions.
Potential goal areas to consider:
• /k/ across word positions (initial → final → phrases)
• Final-consonant production (reduce omissions)
• Subject pronouns ("I" vs. "me") in sentences
Note: informal play sample, not standardized testing — formal artic + language measures recommended to confirm.A parent update, in plain language
Maya did great today. She and I played a garage-and-animals game while practicing her /k/ sound and using "I" in sentences. She's producing /k/ at the start of words really well (like "car" and "key"), and /k/ at the end of words (like "book") is just starting to come in.
At home this week, you can help by reading a favorite book and pausing so Maya finishes the /k/ words, and by narrating play with "I" sentences ("I jump! I go!") for her to copy. Keep it playful — a few minutes counts, and it's completely fine to stop if she's not into it.
Next time I'll keep building /k/ into short phrases.Next session's lesson plan
Targets: /k/ initial→phrases · /k/ final (word level) · "I + verb" in sentences
Materials: toy garage + cars, farm animals, /k/ picture cards, a favorite book
Warm-up: auditory bombardment — /k/ words during play setup
Activity 1: "Park the car" — produce a /k/ word before parking each car (initial → 2-word phrase)
Activity 2: "Turn it off" — final /k/ with a release cue ("book," "duck," "rock")
Activity 3: animal play — model short "I + verb" sentences as you move each animal ("I hop!", "I run!"); recast Maya's words with "I" (if she says "me go," say "I go!") — modeling, no required repeats
Data to collect: /k/ initial __/10 · /k/ final __/10 · "I" sentences __/10
Send home practice to the family
One tap invites Maya's family to SpeechLP — short, kid-friendly /k/ games to play at home. You see when they practice, so carryover actually happens between sessions.
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