Observations of Christopher were made during social interactions with other students during lunch and recess (outdoor patio). Christopher was eager to communicate with two older students and made several attempts to interrupt their conversation with off topic comments and questions. The boys ignored or dismissed Christopher's comments. The boys were both engaged in a game on their phone and only wanted to talk to each other. Christopher eventually gave up and announced that he was going to find his friend. He found his friend and brought him back to the lunchroom. Christopher then engaged in conversation with 2 students who appeared to be more his contemporaries and have more in common with him. There were still some one-sided exchanges, with Christopher bragging about various things. His friends appeared quite comfortable with Christopher to tell him, "yeah, we know, Christopher." After lunch, the boys went outside (older 2 stayed inside to play on the phone). Christopher demonstrated good initiation of a fun game to play. He demonstrated good problem solving skills to play in the covered area since the rain was coming down hard. The two peers and two younger boys wanted to play. Christopher had the idea to play "Among Us" like the video game but had a hard time describing the rules to the other 4 boys. He simply said one of us will be the "imposter" but no one will know who. One kid agreed and said "I don't totally get it but ok, lets play." There was confusion and running around like the game Tag. The boys seemed happy to have the activity and fantasy play. When some confusion about the rules came up, some kids got frustrated and Christopher tried to persuade them to "Just play." It was recommended that he establish the rules so there aren't "uncomfortable" feelings about the game and it was discussed that players like to know what to expect. Recess ended and they all agreed to try it again next time. One boy said, "there is a better way, we don't have to just do it Christopher's way." The four boys and Christopher all seemed to feel satisfied from the play and easily transitioned back to class. Christopher stopped the SLP and said "I know you from Ms. Donna's office." It opened up the conversation to discuss the social thinking curriculum used by Ms. Donna. Christopher was very familiar with it. As we discussed the interactions at lunch and recess, we had a quick pow-wow reviewing how we can handle challenging social interactions. I shared with Christopher that, I work with other students at the school and if he would be open to help in the social situations. He said "yes" and I said that I look forward to seeing him again soon. Some preliminary social goals would include: how to be part of a group and work together as a group, problem solving during moments of conflict, using a filter and understanding what should stay in the "thought bubble" and what is something we can say to others, expected/unexpected behaviors during lunch/recess, initiate and begin a back and forth conversation exchange, identify signs of frustration or awkward moments and have strategies to address them, engage in cooperative play and be open to other's ideas, understand compromise and when it is necessary during play, and how to respond to/resolve conflict appropriately without hurtful language. All mentioned goals are based on informal observation, brief interaction, and casual conversation. With parent and teacher feedback, more specific and appropriate goals will be established.