Santino was brought to school by Ingrid today, and I showed him how to punch in the 4 digits to open the inner door to the program. He was fascinated by the outcome of his actions. After entering the classroom, we began the session working on a puzzle activity. Santino demonstrated the necessary finger dexterity, manual coordination, and visual perceptual skills needed to physically assemble the 7 pieces of the puzzle, but he only identified the pig upon request. We used the Boogie Board to write the word 'pig' and traced it with our fingers before erasing it and moving on to the next animal from the puzzle on which we were working. I had taken out his food and beverage options for the day and Santino brought me two yogurts. I opened one and Santino said 'raspberry' after taking a bite; the yogurt was indeed raspberry flavored. I encouraged Santino to self-feed by fading physical prompts, but he would only eat when spoon fed the yogurt, thrusting his head slightly upward when the spoon was placed in his mouth. However, he was hungry, which he indicated via gestures; when I put the yogurt down momentarily, Santino came over and re-presented it to me so as to continue eating. We then watched some of Santino's favorite fairy tales on the computer. He particularly enjoys Three Little Pigs and Little Red Riding Hood, occasionally spontaneously repeating some words or phrases. I showed Santino how to use the mouse and afforded him physical prompts to do so. Santino next handed me the Fruit Loops cereal. We opened it together and Santino thoroughly enjoyed feeding himself. He identified the shape as a circle after I did. I next read a Nickelodeon Wonder Pets book called, 'Baby Elephant Rescue,' and Santino pushed the buttons on this interactive book and mimicked the sound of an elephant. We next stacked 5 boxes from biggest to smallest. He preferred stacking them at his own pace, but was more receptive than in the past to allowing me to demonstrate how I wanted it done. We next worked on a ‘Stack and Sort' board, to help develop color and shape recognition. This activity also helps to develop fine motor skills, eye/hand coordination, visual discrimination, sequencing, and sorting skills. Some extension activities worked on included asking Santino for a specific colored or shaped block and counting them, with prompting techniques faded with emergent gains. Santino was initially engaged in this activity, but he required a several verbal prompts to refocus his attention to the task at hand. He ultimately stacked them by color but did not identify the 5 different shapes, which I have heard in his verbal repertoire in the past. As Santino is responsive to tactile stimuli/stimulation and differences in texture, the last activity of the day involved gluing noodles onto the letters of his name that we traced on construction paper. Once the noodles were dried onto the paper, I had Santino feel the sensation as he lightly traced his name with his fingers to engage his sense of touch and proprioceptive awareness in efforts to facilitate learning, letter sense, identification, and retention. Santino ate one other yogurt snack while working on manipulating and identifying magnetic letters. He stacked the letters in a vertical column, in order, beginning with the letter 'A' , but grew a bit frustrated when he was unable to find the letter 'f' in the bin. We then proceeded to the sink and Santino was prompted to wash his hands, which he did with minimal assistance. He also drank about 4 cups of water from a small Dixie cup just as his mom arrived to pick him up. She saw the art work we made and plans to hang it on her refrigerator when the glue is fully dry.