Mic~ was engaged and attentive throughout the session. He engaged in conversation about his favorite movie to establish rapport and demonstrated positive affect and flexible eye gaze. Mic~ independently labeled all of the components corresponding to Braidy’s Complete Episode in 2/2 trials. He watched a short story film, which was used to elicit story grammar, predictive, and inferential question. He required moderate verbal cues to answer 8/8 wh- questions corresponding to Braidy’s Complete Episode, 4/4 predictive, and 3/3 inferential questions. Mic~ produced a narrative using Braidy’s Complete Episode cue cards, in which he experienced difficulty and required maximal verbal support (i.e., cloze sentences, “the story was about ___ and they were in ___). In addition, he …show more content…
She was attentive, however, she exhibited playful oppositional behavior toward the end of the session. Throughout the session she demonstrated intermediate eye gaze, as she looked away, spoke in a low volume, and shrugged her shoulder when asked a question. During the session, Kay~ asked to identify and label components corresponding to Braidy’s Complete Episode; on the first trial she identified and labeled 5/8 components (i.e., characters, problem, feelings, ending, feelings), with moderate verbal cues, on the second trial 7/7 components (i.e., characters, problem, feelings, plan, tries, ending, feelings), with moderate verbal cues, and on the third trial 8/8 components (i.e., characters, setting, problem, feelings, ending, feelings), with moderate verbal cues. She engaged in a shared book reading, in which she required moderate verbal cues to answer 1/3 questions related to story elements, 2/2 predictive questions, and 2/2 inferential questions. Kay~ completed 1 out of 3 multi-step directive, which consisted of two temporal markers (i.e., next, then); however, it was difficult to engage Kay~, as she often pointed to the clinician to complete the