Richard was in a great mood and gave an enthusiastic greeting. Richard was very talkative and shared some stories of a game he liked to play on an iPad. He was not ready to switch to lessons, so Richard was asked to identify /S/ words in the game to keep him focussed on speech goals. He liked that game and claims to be "really good at being a detective." Transitioning to a Minion memory game, focus was on speech and a good informal assesment of Richard's short term memory skills. He was determined to remember where the cards were and together we established some strategies for "remembering tough stuff." Richard entered the lunch room, unsure where to sit. With some cues for conversation starters, he was able to participate in conversation with some of the older students.