Itzel A Casillas' Lab Notebook

Review Comm Book with Diana practuce AX Send missing questionaires to SEPAA78, (GDS and Neuropsych) update calendario handout with new dates for GUCA review Questonaires, for MaTE await SSAD007 wife response to update probe list update AARG info export and clean up notebook

Patients IsPe Date Fall 2026 Priorities, Tasks, & Assignments 🥼 Type in “/ action item” to create a to-do list or “/ numbered list” to start listing. To add a due date, add due by // date. Notes, Progress, or Issues 📔 Important Links to Projects 🔗 8/31/2026 Cross-check that IsPe has submitted all required photos. Send an email with ones we still need. DUE WEDNESDAY ID good targets for dysarthria that go with IsPe’s comm book. Create handout for IsPe’s husband Review Com book training Get with Ximena to start building comm book due Gather dysarthria and dysphagia resources for IsPe Call IsPe’s husband to get a better view of how they communicate, Review LPIA Reached out to IsPe’s care partner to label pictures and reminded him of which ones to send Finish Comm book for IsPe 9/11, to start Tx week of 9/21. Comm Book training notes Lean into “function” and “topic” pages with strong photo support start with isolated sounds First bilabials (/m/, /p/, /b/) Then use sounds from numbers since she verbalize numbers (/o/, /u/, /d/, /s/, /n/) Progression: isolated sounds → CV syllables → functional words shared with the comm book’s vocabulary. very sound/word she drills shouldalso live on a book page, Comm Book Training GuCa Date Fall 2026 Priorities, Tasks, & Assignments 🥼 Type in “/ action item” to create a to-do list or “/ numbered list” to start listing. To add a due date, add due by // date. Notes, Progress, or Issues 📔 Important Links to Projects 🔗 8/31/2026 Schedule appointment with Guca for consent forms and LPIA, etc,. @Itzel Casillas Call SEPAA073’s wife to get an update on symptom progression and possible new medications? (will do this at consenting Tx session) and schedule questionaire fill out session @Itzel Casillas Complete screening documentation for SEPAA073_Guca @Itzel Casillas review probe powerpoint Screening for SEPAA073_GuCa completed and went well! We suspect that he will qualify for LRT Tx as he presented with anomia on the MINT, Minimal Pairs score was 13/15, and had an MMSE score of 16/30. Patient symptom questionnaire was not completed due to patient severity. We completed minimal pairs, the MMSE, MINT, and connected speech (picnic scene and important event).

Screenings MaOr Date Fall 2026 Priorities, Tasks, & Assignments 🥼 Notes, Progress, or Issues 📔 Important Links to Projects 🔗 8/31/2026 @Itzel Casillas Schedule appointment with MaOr for recommendations and caregiver education @Itzel Casillas complete screening documentation UPDATE: Screening completed on 8/28/2026. It went well. Patient was suspected of not qualifying due to the absence of anomia and receiving a 100% on the MMSE. Patient will be referred to Dra. Alejandra for cog stimulation therapy. A caregiver education session will also be given. Case presentation was conducted with Grasso, Stephanie M and patient DNQ.  Link SEPAA78 Date Fall 2026 Priorities, Tasks, & Assignments 🥼 Notes, Progress, or Issues 📔 Important Links to Projects 🔗 @Itzel Casillas Send zoom link to SEPAA78 UPDATE: confirmed intake call, Friday 10:00-12:30 Link SEPAA074 Date Fall 2026 Priorities, Tasks, & Assignments 🥼 Notes, Progress, or Issues 📔 Important Links to Projects 🔗 @Itzel Casillas Ask Diana if I should try to make contact again. UPDATE: have not been able to make contact Link

Training Date Type //date to populate Agenda Notes, Progress, or Issues 📔 Priorities, Tasks, & Assignments 🥼 Type “/ success panel” to highlight a point or type in notes; ensure you take detailed notes so that it’s clear what you have worked on. This is not meant to be a brief summary, this is meant to be a place to document what you worked on in detail so you can return to it easily and pick-up where you left off, it also is meant to aid your supervisors in providing feedback and assistance and to know what you have worked on! Clearly provide names of files you have worked on, stating “Redcap” is not sufficient for example, because we have several Redcaps and projects within Redcap. Screen captures can also be added here. To add a due date, add due by // date. Type in “/ action item” to create a to-do list or “/ numbered list” to start listing. Important Links to Projects 🔗 Type “ / link “ to insert a link. IsPa @Itzel Casillas to attend IsPa screening with @Diana Cruz and @Giselle Yoshimoto and come up with a list of questions that may come up by @Itzel Casillas to review and make suggestions for improvement by @Itzel Casillas to let @Diana Cruz know when she is ready to receive videos to review assessments by Week 1 Action Items Send Diana reminders to reserve the experimental room until independent access is set up. Star the chronograma files in Box (completed during meeting). Begin reading the LRT R01 Guia de Tratamiento wiki; skim through post-treatment for initial familiarity. Read priority articles: Grasso et al. 2021 (anomia in bilingual speakers), word retrieval in semantic/logopenic patients, and Gorno-Tempini PPA classification. Check out an iPad and practice the dual-device setup (iPad for stimuli/screen share, laptop for documentation) in the experimental room. Practice "portion of screen" sharing feature on her personal computer. Confirm audio sharing setting is enabled when administering assessments requiring audio playback. Compile questions from protocol reading and checklist review for one-on-one sessions. Reach out to Friday screening patients today to confirm questionnaire completion status. Review PowerPoint 1.5 (screening-focused) with Diana after the lunch break Contact Guido's wife Lupita via the new WhatsApp group (SEPA 73): introduce herself, confirm Friday's appointment, and request that at minimum the four priority questionnaires (marked in red on the assessment timeline) be completed before the screening. Offer to reschedule to Monday the 31st if needed. (Today) Contact Mario's family via WhatsApp (SEPA 71): introduce herself, confirm Friday's appointment, and send the missing sociodemographic questionnaire link. (Today) Review all of Mario's completed questionnaires in REDCap for inconsistencies, missing fields, and internal contradictions; mark each as reviewed with her name and the completion date. (Before Friday) Add her schedule to the lab staffing calendar. (As soon as possible) Request access to the multilingual Outlook mailbox (access request submitted during meeting; monitor for approval notification). (Ongoing) @Itzel Casillas to Save email templates sent by Diana as personal Outlook templates. (Ongoing) Begin reading LRT articles if time permits at end of day. (Today or tomorrow) Update Diana at end of day on questionnaire status and patient contact outcomes. (Today, end of day) Add both screening cases (Mario and Guido) to the ARGD candidate info Smartsheet. (This week) On Wednesday, remind Diana to review the Sydney Word Comprehension test on Pavlovia together. (Wednesday) @Itzel Casillas to Update the R01 chronogram once patient start dates are confirmed. (After screening) Star/bookmark the correct R01 chronogram link once Diana sends it. (Upon receipt) Reach out to Isabel's family regarding the Care Partner Education / Calm Book informal protocol — follow up on image collection. (This week) Reach out to SEPPAA 75 to establish contact, ask to plan test week of September 1st ( do on wednesday) Look over smart sheet for Lucas’s training @Itzel Casillas to remind Diana to conect IT for 1password account Let's prioritize SEPAA071 (Mario) screening since they have completed questionnaires. We discussed potentially starting with Pretx1 with them on Sep 9th and potentially doing LPIA/consenting on the 31st, which gives them about a week to get images.  Let's call SEPAA073 (Guido) and reschedule them to Monday 31st (because they have not filled out the questionnaires we need. Re- emphasize that we need at minimum those 4 on the assessment screening timeline filled out.) Then call SEPAA071 (Mario) and ask if they can be screened earlier at 10-12 (9 AM their time). @Itzel Casillas IF EVERYTHING GOES ACCORDING TO PLAN: Let's plan to discuss testing results with Grasso, Stephanie M on this Friday at 4:00 pm. Does that work for you. Grasso, Stephanie M?  Plan to review the PPT we went over today.  Start reading ahead on the Wiki regarding Pretx steps (probing sheet)-- LRT Guia.  @Itzel Casillas to Finish labeling IsPe pictures for her Comm book @Itzel Casillas Reach back out to SEPAA075 beginning of next week (August 31st) @Itzel Casillas Send zoom link to SEPAA071 LRT Set Matching Training Here are some action items: @Itzel Casillas finalize data sheet @Itzel Casillas sort the data by reds at the top and Erase anything that doesn't have a note to keep @Itzel Casillas .Resort back to column A @Itzel Casillas resort list according to function,. b seperate data by sound, semantic category @Itzel Casillas .Address anything that said add an arrow or change the image Alessandra: Sort the PowerPoint Key takeaways The meeting focused on training for the set matching process in a research pretreatment context, specifically for organizing and balancing word sets for a patient. Diana led a detailed training session, explaining the step-by-step process using tools like Whisper and Excel templates. Itzel and Lucas participated, with Itzel being the primary trainee for the current patient's set creation. Action items were assigned to Itzel to prepare the word data for set matching by Wednesday. The importance of following precise instructions and maintaining data integrity for research purposes was emphasized. 2. Review of the morning's pretreatment session Itzel and Diana briefly reviewed the pre-treatment session with a patient, noting it went well but required picking up the pace. Diana highlighted the challenge of creating balanced sets due to limited word categories (e.g., few animals, tools). 3. Training on the set matching process Diana explained the necessity of statistically balancing word sets for research validity. The process involves: Extracting linguistic parameters using Whisper. Distributing words into groups (6 trained, 2 untrained) ensuring balance in difficulty, word length, frequency, and category. Avoiding words with potential for confusion or that are too similar within a set. Using a specific Excel template with formulas that must not be altered. The process is complex and time-consuming, akin to solving a puzzle. Diana advised Itzel to seek help if struggling for too long. 4. Detailed step-by-step instructions for data preparation Diana walked Itzel through the initial steps: Finalizing the data sheet by transcribing all patient responses. Sorting the data to bring all "zero" (strong candidate) words to the top. Deleting words that were not probed or do not have a note to keep. Resorting the data back to its original PowerPoint order for Alessandra to work on the slides. Starting to sort words into preliminary sets based on function and category. 5. Action items and next steps Itzel's immediate tasks: Finalize the data sheet with all patient responses. Sort and delete unnecessary words. Re-sort to original order. Begin organizing words into potential sets. The goal is to have preliminary sets ready for clinician review by Wednesday or Friday, with final sets needed by the following Monday for material creation. 6. Administrative note Itzel and Diana briefly discussed a workaround for cloud recording settings, where videos will now save to Itzel's Box folder instead of her computer. Challenges The set matching process is identified as the trickiest part of the pretreatment, requiring careful attention to detail and adherence to instructions. Potential challenge in having sufficient word variety for balanced sets. Technical issue with cloud recording settings was resolved with a workaround. Action items Itzel Finalize the pretreatment data sheet by transcribing all patient responses. (Today) Sort the data to isolate "zero" words and delete unnecessary ones. (Today) Re-sort the data to match the original PowerPoint order. (Today) Begin organizing words into preliminary sets for balancing. (Today/Wednesday) Address any notes in the data sheet (e.g., change picture, add arrow) before Alessandra works on the slides. (Today) Diana Available for questions and to review Itzel's progress around 4 PM. Will conduct a follow-up training session on Friday if needed. Alessandra @Alessandra Alcaraz Will work on the PowerPoint slides once Itzel has finalized the word list. (Tomorrow)

Date Type //date to populate Topics Discussed Action Items and status completion Consenting for Tx/LRT pretx instructions to pt Post-screening steps and consent process The training covered steps after screening, including scoring, candidacy calls, and consent procedures. They reviewed the wiki pages and PowerPoint materials related to post-screening and consent. Diana emphasized the importance of clear instructions for reaching out to patients, scheduling consent calls, and managing expectations. Patient communication and documentation They discussed how to communicate eligibility decisions to patients, especially for those not qualifying (DNQ). Diana provided guidance on drafting messages and using email templates in Outlook, including setting up signatures and templates for DocuSign communications. They set up a file request link on Box for patient image uploads. Scheduling and calendar management The process of scheduling therapy sessions, proposed timelines, and the use of Google Calendar versus chronogramma was reviewed. Diana explained the protocol for not putting patient Zoom links on Google Calendar due to security concerns. Patient codes and folder organization They discussed the process of assigning patient codes after consent and organizing participant folders on Box. Diana walked through updating codes across Teams, Box, and other documentation systems. Training materials and feedback Diana sought feedback from Itzel on the usefulness of the PowerPoint training materials. Itzel found the trainings helpful and appreciated the structured approach. Action items and follow-up Follow up on PowerPoint materials for Mario, incorporating Alzheimer's-specific content They planned to reach out to Mario regarding next steps and set a date for discussion. @Itzel Casillas set up patient chats, folders, and chronogramma entries for new and existing patients was identified as necessary Action items Itzel @Itzel Casillas Review and finalize PowerPoint for Mario, incorporating Alzheimer's content @Itzel Casillas Organize and update patient folders and file requests on Box Diana @Diana Cruz Provide feedback on Itzel's Caregiver PowerPoint Ensure training materials are updated for future students. @Diana Cruz Coordinate one-on-one meeting scheduling once patient visits are plotted Ideas about Comm book for Isabel How to add to cronograma The conversation regarding Isabel focused on her communication difficulties and potential strategies to improve her interaction, particularly in the context of her involvement in a store. Diana and Itzel discussed the possibility of creating mini responses, such as one to two word phrases, to help Isabel participate in conversations, especially in scenarios like greetings or asking for help. They also talked about using a communication book with pages that Isabel can point to in order to express herself. Additionally, they considered identifying functional words and phrases for Isabel to practice during her sessions, with the goal of improving her ability to communicate effectively. Here are some action items: @Diana Cruz Send Sebastian’s handout packets to Itzel @Itzel Casillas Review and edit Sebastian handout packets @Itzel Casillas Work with Sebastian on communication book Set up tab on cronograma @Itzel Casillas to finalize IsPe’s tab on Non-BCN cronograma (changing headers, adding links, etc) ONGOING Walking through Redcap instruments and how to fill out @Diana Cruz and @Itzel Casillas to review redCap instruments (Decision Inclusion, Anamnesis). next steps for SEPAA075- did not answer SEPAA075 did not answer, and Itzel will update the status on Teams and tag Diana and Dr. Grasso. Diana will send a message to Karla, the doctor, to inform her that SEPAA075 did not respond. Nexts steps for MaOr Refer to steps outlined in PPT and Step-by-Step Guide for Screening and Enrolling UT Local/Domestic/Mexico Participants @Itzel Casillas to reach out to SEPAA071 and schedule candidacy call (DNQ) by if time, receive feedback on Caregiver Info powerpoint for MaOr @Diana Cruz and @Itzel Casillas to review caregiver education ppt for SEPAA071 when Itzel has a chance to integrate AD sections from Ana P’s PPT by New Screening @Itzel Casillas to reach out to SEPAA78 AI Notes AI NOTES: Discussed topics 1. One-on-one agenda and documentation process Diana explained the one-on-one format, use of color-coding for topics, and real-time summarization by Claude for action items. Itzel agreed to proceed top-to-bottom through the agenda. 2. Clinical planning for Isabel (SEPA 68) Communication book and scripts Itzel inquired about not including “scripts” for Isabel due to her lack of verbal output. Diana clarified that full scripts are not appropriate because Isabel is not in the Vista trial and receives no video practice; the book is for training and sessions. Instead, the book will include simple, functional pages (e.g., common responses, “About Me” hobbies) for pointing, not scripts. The spelling page may be used if Isabel can spell. Care partner (Sebastian) involvement Focus on care partner education: familiarizing Sebastian with the book, predicting prompts, and using guided questions (e.g., meal planning, feelings). Goal: provide reliable expression for Isabel beyond Sebastian’s guessing. Store context and functional phrases Itzel proposed short, 1–2 word responses for the store (e.g., “buenos días”, “es todo”). Diana agreed; “¿cómo le puedo ayudar?” is likely too complex. Need to clarify Isabel’s current role in the store and involve Sebastian to brainstorm phrases. Messaging to Sebastian: set realistic expectations; focus on small, incremental improvements, not full recovery. Comic book protocol Start at the sound level (e.g., bilabials) due to drooling; progress slowly based on home practice with Sebastian. By session 3, introduce functional phrases prepared by Itzel. Diana will send Claude-generated handouts to Itzel for adaptation. Homework and practice Provide weekly homework via email (assuming Sebastian can print); include scenarios for using the book 1–2 times/week. Forced-choice question lists will guide natural use. 3. Chronogramma setup for SEPA 68 Diana demonstrated duplicating the “Support group” template, renaming for SEPA 68, and assigning a distinct color. Itzel will adjust headers, add links, and finalize the tab. 4. SEPA 75 follow-up and communication protocols SEPA 75 (Dr. Grasso’s patient) has not responded to Itzel’s outreach. Itzel will post an update on Teams (tag Diana and Dr. Grasso). Diana will message Dr. Carla on WhatsApp about non-response. Itzel may try again on Friday, pending Dr. Carla’s response. ENN Wiki Meeting Notes are updated monthly (next on October 5); primary updates go on Teams and supervisor checkout chat. 5. Next steps for SEPA 71 (Mauer) Schedule a candidacy call by Friday to deliver news and immediately transition to caregiver education. Itzel will review the Alzheimer’s/caregiver PowerPoint and incorporate relevant sections; practice talking points. 6. New screening: Gloria (SEPA 78) Reviewed REDCap entry: from Consultorio Privado (Dr. Longoria), positive biomarkers for Alzheimer’s, anomia, cognitive/visual-perceptual disturbances, possible Capgras/Fregoli symptoms. Visual difficulties may impact teletherapy feasibility but can be assessed. Action: Itzel to attempt contact today via WhatsApp (include area code +52); if unresponsive, prioritize other candidates. 7. REDCap instruments and documentation training Training on REDCap instruments/documentation scheduled for Friday (10:00–11:00, after SLP meeting). Diana will prepare an overview; Itzel will attend. 8. Scheduling and calendar management Friday training at 10:00–11:00 (invite Diana and Lucas to Outlook). Propose SEPA 71 candidacy call for Friday at 1:00 PM (1.5 hrs, includes questionnaire). Reach out to Mario on Friday; if responsive, schedule next week (considering Labor Day and Diana’s new schedule). Ensure code-name linking in calendar events; Itzel will create props and send invitations. 9. Documentation and wiki logistics Diana showed how to link files/buttons on the wiki for session logs; Itzel will update links instead of inserting images. Challenges Isabel’s limited verbal output and need for highly functional, short responses. Unclear current role of Isabel in the store; requires clarification with Sebastian. Visual-perceptual issues for Gloria may affect teletherapy eligibility. Non-response from SEPA 75; reliance on Dr. Carla for alternate contact. REDCap is undergoing changes, complicating formal training. Action items Itzel @Itzel Casillas Update Teams post for SEPA 75 (today; tag Diana and Dr. Grasso). @Itzel Casillas Attempt contact with SEPA 78 (Gloria) today via WhatsApp (+52); document outcome. @Itzel Casillas Review caregiver/Alzheimer’s PowerPoint for SEPA 71; prepare talking points @Itzel Casillas Schedule SEPA 73 candidacy call for Friday at 2:30 PM (1.5 hrs) @Itzel Casillas Adapt Claude-generated handouts for Isabel’s sessions @Itzel Casillas Link session log spreadsheet on wiki (not as image); use link/button Diana Send Claude-generated packets to Itzel for Isabel. Message Dr. Carla about SEPA 75 non-response @Diana Cruz Prepare REDCap/documentation training for Friday (10:00–11:00). @Diana Cruz Attend scheduled meetings/training on Friday. Joint (Diana & Itzel) Walk through REDCap instruments/documentation on Friday (10:00–11:00). 9/8/2026 reviewed Word List for GuCa completed Probe PowerPoint started Key takeaways Diana and Itzel reviewed and refined the word list for LRT, focusing on patient/LPIA items, organization, and use of AI (Claude) to automate labeling and sorting. They clarified LRT probing rules: a word qualifies if named 0 or 1 out of 3 sessions; writing on session 3 is separate and not part of the naming criterion. The treatment schedule for the patient was adjusted to earlier times (8:30) and session durations were updated in Google Calendar. The candidacy call PowerPoint was reviewed and tailored for a milder Alzheimer’s profile, with notes to be added by Itzel. They planned to use Claude for scheduling and updating the treatment schedule in a follow-up meeting. Discussed topics 1. Meeting setup and agenda Diana and Itzel confirmed audio and location (lab/class). They reviewed the agenda: word list for LRT, Claude for scheduling, and updating the treatment schedule via Claude. 2. LRT word list: creation, organization, and AI workflow Itzel shared a draft word list (Excel) created mostly manually, incorporating LPIA and patient images (e.g., vegetables). Diana guided sorting by column (LPIA, patient, probe) and demonstrated Excel custom sort. They discussed pacing for probing (5–8 seconds per item) and the need for an “emergency” low-frequency section if not enough zeros are obtained. Diana confirmed LRT rules: a word qualifies if named 0 or 1 out of 3 sessions; writing on session 3 is separate. They generated new items using Claude for personalized categories: travel within Mexico (beaches, El Chepe), Mexican vegetables, religious/Catholic items, sports, items for singers, male-specific items (70s), puzzles/games, dog owner items, and general travel (maleta, pasaporte, boleto, etc.). They flagged compound words and the need to remove/avoid them. Diana provided a Claude prompt template for future use and initiated an automated update to relabel, add, and sort items. 3. Image selection and rules They discussed “pasaporte” images: no text allowed; blurring text may reduce clarity. Consider alternative travel images (maleta, etc.). If a patient is confused by an image in session 1, it can be replaced; no image changes allowed after session 1. 4. Treatment schedule and calendar management They adjusted the patient’s sessions to 8:30 to accommodate preference for mornings. Updated Google Calendar: pre-treatment (2 hours), treatment (1 hour from 28th), post-treatment (2 hours, up to Dec 9). Noted need to edit calendar titles and durations post-pre-treatment. 5. PowerPoint for candidacy call Reviewed and edited the caregiver PowerPoint for a milder Alzheimer’s patient (vs. severe PPA). Split comprehension strategies across slides; hid redundant/duplicative slides. Added contextual notes (e.g., foreshadowing future needs, framing frustration compassionately). Noted cultural considerations in Mexico regarding “I have dementia” identifiers. 6. Claude for scheduling and other tasks Planned to cover “Claude for scheduling” and “updating treatment schedule via Claude” in the next meeting. Discussed using Claude to add speaker notes to PowerPoint if usage limits permit. 7. Scheduling of training and meetings Scheduled a follow-up meeting for 11:00–12:00 the next day; invited relevant participants. Noted potential conflicts with Lucas’s schedule. Challenges Ensuring images comply with no-text rule without losing clarity (e.g., passport). Managing Claude usage limits for bulk tasks (e.g., PowerPoint notes). Coordinating calendar changes across team members and avoiding conflicts. Action items Itzel @Itzel Casillas Finalize and label LPIA/patient items in the Excel sheet; re-sort as needed after labeling. Add personalized notes to the candidacy call PowerPoint. @Itzel Casillas WhatsApp the patient/caregiver to ask for specific travel destinations in Mexico for more targeted word generation. Edit Google Calendar event titles and durations for treatment phase. Send out the finalized schedule/calendar to the patient tomorrow. Diana Run Claude to relabel, add, and sort the word list; save the updated file to Box and label the old file as “do not use.” Review the updated word list with Itzel in the next meeting. Lead the Claude-for-scheduling session in the next meeting. Reviewed Alzheimers caregiver education PowerPoint add speaker notes(Completed) 9/9/2026 how to set calendars with excell sheet @Diana Cruz input Pre-Tx, Tx, and Pos-Tx, dates to Google calendar @Itzel Casillas Change Cronograma dates for GuCa @Itzel Casillas Create new schedule handout with AI, send to GuCa and wife @Itzel Casillas predict start date for 6 and 12 MFU, from last day of Tx Pre-LRT Tx training Key takeaways The meeting focused on setting up the calendar and pre-treatment process for a new patient (Guido), training Itzel on pre-treatment probing and scoring, and planning outstanding assessments. The patient’s code was tentatively set as SSAD007 (Alzheimer’s profile), with the SEPA code as SEPA073, pending final consent and questionnaire completion. The team decided to schedule LRT sessions primarily on Mondays and Wednesdays, with some initial flexibility due to patient and clinician availability. Diana trained Itzel on non-reinforcing probing, stimulus PowerPoint management, verbal and written scoring rules, and session mechanics for pre-treatment. An assessment timeline was created for Guido, including which neuropsychological and language tests need to be completed during pre-treatment, and which questionnaires need to be completed with the patient and caregiver. Itzel was assigned to use Claude to generate a treatment schedule handout and to practice administering outstanding tests with Lucia. The intake process for a new patient (Gloria) was also discussed, including folder setup and use of the updated intake form. Discussed topics 2. Calendar template and session scheduling for Guido Diana walked Itzel through the CSV template for Google Calendar imports, including required fields (subject, SEPA code, title, date/time format, all-day event = false, optional description/location for links). They manually created the full schedule for Guido’s pre-treatment, treatment, and post-treatment sessions, initially making an error in the number of sessions, which was corrected before import. They discussed optimal scheduling (Monday/Wednesday vs. Wednesday/Friday) to allow for rescheduling flexibility and to avoid weekend sessions. The final schedule was set with sessions starting at 8:00 a.m. patient time (9:00 a.m. Texas time), with pre-treatment, 18 treatment sessions, and up to 4 post-treatment sessions. Diana noted issues with time zone handling during calendar import and decided to fix the calendar outside the meeting and to create a wiki page for the process. 3. Patient code assignment and diagnostic considerations They discussed whether Guido is more likely logopenic or Alzheimer’s, given memory issues and long-standing language changes. They reviewed the participant info sheet to determine the next available code (SSAD007) and confirmed the SEPA code (SEPA073). It was acknowledged that the code can be changed later if the diagnosis is revised. 4. Consent and questionnaires for Guido Itzel reported that the caregiver (Lupita) had not yet returned the consent form or completed the questionnaire, despite promising to do so. Itzel planned to call Lupita after the meeting to follow up on consent, questionnaires, and scheduling a meeting to review them. The importance of finalizing questionnaires before starting pre-treatment was emphasized to avoid added stress during treatment. 5. Training on pre-treatment probing and scoring Diana trained Itzel on the pre-treatment probing PowerPoint: Non-reinforcing probing stance (avoid praise, nods, or hints about correctness). How to handle synonyms and regional/dialectal names (mark with question mark, confirm with caregiver). Stimulus PowerPoint rules: one image per slide (rare exceptions for context), no visible notes to patient, avoid sharing entire screen, record all sessions. Shrinking the word list across sessions: remove easily named words, but possibly keep some easy items for patient morale, especially with sensitive patients like Guido. Verbal scoring rules: 0 for no response, incorrect response, or phonemic paraphasia (even if close). 1 for correct production or self-correction, with final answer clarification if needed. Importance of faithful transcription, including hesitations and disfluencies. Written scoring rules: 1 for correct spelling. 0 for incorrect, illegible, or assimilated spellings. Session mechanics: Verbal probe first, then written probe in session 3; have patient number written responses for matching. Show written work to camera, then destroy paper to prevent “cheating.” Use of coding systems (e.g., dots for silence, NR for no response) to track response patterns. Diana added a slide to the training about having a system to track patient responses and difficulties, presenting it as suggestions rather than mandatory methods. 6. Assessment timeline and outstanding tests for Guido They reviewed the assessment battery for Spanish-speaking patients and transferred the screening assessment tab into Guido’s pre-treatment timeline. They planned which tests to administer in each pre-treatment session, accounting for time constraints (e.g., AIQ, Benson, digit span, verbal fluency, Pyramids and Palms, PPVT, connected speech tasks). They noted that some in-person tasks are not applicable for teletherapy and should be excluded. A potential fifth pre-treatment session was added to the timeline to accommodate unfinished screening tests and questionnaires, especially if caregiver-completed questionnaires are delayed. Itzel was instructed to double-check that all required tests and questionnaires are accounted for in the timeline. 7. Test administration practice with Lucia Itzel identified which tests she has already practiced with Lucia and which still need practice (e.g., Sydney, some sentence production tasks, LRT trial). Diana recommended Itzel schedule a 1.5-hour practice session with Lucia to run through all outstanding tests before administering them to Guido. 8. Intake call and folder setup for new patient Gloria They discussed the upcoming intake call for a new patient, Gloria (SIPA78), including creating her folder with correct code and initials. Diana showed Itzel the updated Spanish intake form template, which includes checkboxes and prompts to ensure all necessary clinical and demographic information is collected. Diana will be present in the intake call (hidden) to assist with documentation and AI note-taking, while Itzel will focus on the clinical interaction. 9. Documentation and lab notebook Diana reminded Itzel to keep her lab notebook updated with meeting agendas, action items, and AI summaries. Diana will add AI-generated summaries of meetings to Itzel’s notebook retroactively when available. Challenges Delay in receiving signed consent and completed questionnaires from Lupita, which may impact pre-treatment planning. Complexity of calendar imports with correct time zones and potential for user error without a clear wiki guide. Large number of outstanding assessments to complete during pre-treatment due to incomplete screening. Action items Itzel Call Lupita to obtain signed consent and completed questionnaires for Guido (today, after the meeting). Use Claude to generate the treatment schedule handout for Guido, incorporating meeting dates/times and links, and send draft to Diana for review. Predict and include tentative 6- and 12-month follow-up start dates in the handout (based on last treatment session: November 25). Transfer the screening assessment tab into Guido’s pre-treatment timeline and update with correct patient code (SSAD007, SEPA073). Review and double-check the assessment timeline to ensure all required tests and questionnaires are included. Schedule and complete a ~1.5-hour practice session with Lucia to review all outstanding neuropsychological and language tests before administering to Guido. @Itzel Casillas Set up the intake folder for Gloria (SIPA78), including the updated intake form. Send the Zoom link to Gloria for the intake call. Update her lab notebook with action items and meeting summaries for today and previous meetings. Reach out again to the referring doctor for Marta Elena if no response is received. Diana Fix the Google Calendar import for Guido’s sessions, ensuring correct time zones and removing duplicate/erroneous events. @Diana Cruz Create or update a wiki page detailing the calendar import process using the CSV template. @Diana Cruz Add a new mini-training PowerPoint on preparing pre-treatment stimuli and subsequent PowerPoints, as suggested by Claude @Diana Cruz Update assessment timelines to correct motor speech evaluation references (replace English motor speech with Spanish Speech FTLD where applicable). Be present in Guido’s pre-treatment sessions to assist with scoring, color-coding, and probing as Itzel transcribes. Participate in Gloria’s intake call, providing AI-assisted documentation. Lucia (If available) Provide practice sessions for Itzel on outstanding assessment instruments before they are administered to Guido. Lupita (caregiver) Complete and return consent form and questionnaires for Guido. Meet with Itzel (and Diana) after the first pre-treatment probing session to review and confirm stimulus names, especially dialectal or regional terms. Completed Pre-Tx Ax Timeline for GuCa_SEPAA073 @Itzel Casillas review Ax timeline for GuCa to ensure everything is included @Itzel Casillas schedule session with GuCa wife to complete questionaires (informant, PASS), memntion to finish others if they can, resend leftover Qs @Itzel Casillas Practice all Ax @Itzel Casillas Schedule training session with Lucia to practice Ax administration (1.5 Hrs) @Itzel Casillas Transfer screening Ax TL to new Ax TL @Itzel Casillas Review Intake form for SEPAA078 9/11/2026 post ppst-screening steps completion for GuCa_SEPAA073 Schedule future training sessions Review zoom cloud recording settings Itzel will present her first screening DNQ PowerPoint at the lab meeting on the 20th. Maria Teresa (SSAD008) will start pre-treatment on the week of September 28th, with a Monday-Friday schedule. Guido’s case is nearing completion; post-treatment sessions will be minimized to three. The team will stagger patient schedules to avoid overlapping pre-treatment phases. Itzel will create a Teams chat for Maria Teresa, notify the team, and request a student (preferably Alessandra) for materials preparation. Case closure checklist (wiki) must be completed by December 22nd for all patients. Itzel will reach out to Camille to resolve DocuSign screening consent signature issues for Guido and Gloria. Itzel will track and submit Calypso hours regularly (every 1–2 weeks) for approval. Discussed topics 1. Scheduling and workload for upcoming patients Diana and Itzel reviewed the chronogram for Guido and planned Maria Teresa’s schedule to avoid overlap and workload crunch. Decision: Start Maria Teresa on September 28th (Monday-Friday), not earlier, to allow time for materials and documentation. Consideration of post-treatment compression if patient prefers earlier finish; requires patient agreement. 2. PowerPoint and materials preparation Alessandra may not be available; new students (Brianna, Daniela) possible. Itzel must closely monitor student progress to avoid delays. 3. Lab meeting and screening presentation Itzel confirmed presenting on the 25th; no rush for this first screening. Guido and Maria Teresa have sessions on the 25th; scheduling must be put on the calendar to prevent double-booking. 4. Chronogram adjustments and session timing Detailed plotting of EE/TE sessions in the R01 Activos sheet; corrections made for Guido’s rows. Finalized times: Mondays: Testing 12–2pm (CST clinician time); Treatment 1–2pm CST. Fridays: Treatment 10–11am CST; Testing 10–12pm CST. Flexibility to reschedule if homework not completed, aiming to avoid Saturdays. 5. Case closure and documentation Wiki checklist mandatory for case closure by December 22nd; screenshot confirmation required. Chronogram moves to “seguimientos” tab post-treatment. 6. Calypso hours and supervision Itzel will submit hours via Calypso; Diana will approve periodically. Supervision requirements: 25% for therapy and 25% for testing sessions. 7. Consent form issues (DocuSign) Screening consent not routing back to Itzel for signature (Guido, Gloria). Action: Itzel to contact Camille for template/recipients fix; if unresolved, resend consents. 8. Additional patients and tasks Gloria: Plan for 2–3 family/caregiver sessions; send questionnaires (GDS patient/informant, neuropsych for informant). Isabel: Nearly complete; await missing images before printing. New intake (Alvaro/Alberto): Itzel to call today. 9. Treatment process reminders LRT steps: Ensure patient cannot see written words during recall; ~10 mins per word; total ~50 mins treatment component. Stagger word categories in item selection to balance difficulty. Action items Itzel @Itzel Casillas …Present screening DNQ PowerPoint at lab meeting (September 20). @Itzel Casillas …Call Maria teressa to confirm start date/times; send proposed schedule. @Itzel Casillas update all platforms with SSAD008 code @Itzel Casillas ..Start word list for MATE; intersperse categories @Itzel Casillas Remind MaTe to upload images; send missing questionaires (GDS and Neuropsych) @Itzel Casillas Call new intake (Alvaro/Alberto) today. @Itzel Casillas submit calypso hours every 1-2 weeks for approval Diana Approve Calypso hours as submitted. Support Itzel with materials oversight and scheduling adjustments. @Diana Cruz review IsPe’s communication book Camille Investigate and fix DocuSign screening consent template/routing. Student assignment (TBD) Prepare PowerPoint/materials for Maria Teresa; Itzel to supervise progress closely.

Date Type //date to populate Fall 2024 Patient Code Notes, Progress, or Issues 📔 SCREENING-SEPAA071 Great job today! I can tell that you practiced beforehand. There were no instances that I felt you were unsure of how to administer the instrument. Some reminders to look at the patient while you are also reading the prompt (i.e during 3 step command during MMSE) Any time there is an assessment that requires a delayed recall and you are within a minute from having to do a recall, opt to make small talk for a few seconds, rather than having complete silence for an extended period of time or starting a new task. SCREENING-SEPAA073 With this patient, I would focus on slowing down your rate, keeping your directions short and simple, and giving them plenty of processing time. Since they have both anomia and comprehension difficulties, make sure you’re supporting what you say with gestures, written words, pictures, or choices when needed. Most importantly, give them enough time to respond and track how much cueing they need. Keep these things in mind: Short sentences One instruction at a time Key words emphasized Slow down—but don't speak unnaturally Give extra processing time Use written keywords, pictures, gestures, or demonstration Confirm understanding rather than assuming it CANDIDACY CALL SEPAA073 Continue developing your clinical judgment around knowing when to pivot during a session. I noticed that the patient was having difficulty answering some of the questions during the LPIA, and this is a good opportunity to practice recognizing when a task may no longer be productive. As a clinician, it’s important to be flexible and responsive to the patient—this may mean rephrasing a question, changing your approach, or discontinuing a task when it’s not yielding useful information. With experience, you’ll become more comfortable recognizing these moments. In the meantime, if you’re unsure whether to keep going, rephrase, or move on, please ask me. It’s always okay to check in and talk through your clinical reasoning. CANDIDACY CALL SEPAA071 Great job with this! You prepared this material for this pt where’s he is at. The information was well received. SCREENING-SEPAA078 SCREENING-SEPAA076 Good job today. Some observations and tips: Allow yourself time to set up. There may be times when you do not have enough time to prepare all materials, instruments, or visuals before the session. It is appropriate to give the client a brief break while you gather what you need. You tend to speak quickly, particularly when explaining or transitioning between activities. Focus on using a slower, more deliberate rate and pausing between ideas. This will improve clarity and help your delivery sound more confident and polished. You do not need to use overly formal language to sound professional. When you do not know the answer, be comfortable saying so. Avoid guessing. Professional responses can include: “I’m not sure, but I can look into that.” “I’d like to verify that before I give you an answer.” Being able to acknowledge uncertainty appropriately is an important clinical skill. SCREENING-SEPAA078 PRETX-SSAD007 You’re continuing to make good progress in building your confidence and comfort during sessions. One area to keep working on is managing any nervousness that may come up—at times, I noticed some jitteriness and frequent use of “ay, ay, ay.” Try pausing, taking a breath, and giving yourself a moment to reset when you notice this happening. Giving yourself plenty of time to prepare can also help, so aim to be set up and ready about 15-30 minutes before each session. At the start of each session, remember to check with the patient about having their glasses and headphones. As you continue gaining confidence, don’t be afraid to be a little more direct and clear when giving instructions or redirecting patients. You can still maintain your warm and supportive approach while being confident in what you’re asking of them. I noticed that the patient was providing more descriptive responses than the task required. We don’t want to unintentionally encourage extra discourse when the goal is for the patient to provide specific numbers. When explaining each task, be clear and explicit about the desired response or action from the start. This will help the patient understand exactly what is expected and make it easier for you to redirect them if they begin to go beyond what the task requires. Finally, continue to slow down and simplify your language and instructions when needed. You’re doing a nice job building rapport with patients, and these small adjustments will help you feel even more confident and effective in your sessions.

Nombrar (if not SFA)  SFA (como es )  Resumen de SFA  Nombrar otra vez. If not, ask to spell, sound out. If not, visual/phonemic cue Escribir primero 3x (corregir si no está bien escrito) Leer in voz alta 3x  5 preguntas de si o no  2 cosas importantes (sin usar la palabra)  Nombrar otra vez. If not, ask to spell, sound out. If not, visual/phonemic cue (si no le sale, le doy la palabra)  ​Escribir 1 vez mas  Descripción usando la palabra/hacer una frase (“explícame que ves aquí utilizando la palabra que hemos trabajado).