Richard was greeted in his classroom as he was finishing his session with a previous teacher. Richard required multiple verbal redirections this session to remain in his seat during structured tasks. He was given frequent breaks as he demonstrates the need for them. I believe a stationary chair would be beneficial for him. We targeted orientation of date/days of the week/month of year. Richard required maximal support for this task since it was the first time doing it this school year. He does demonstrate interest in knowing holidays/months etc. The /s/ sound was targeted as well as rate of speech and increasing speech intelligibility for a while this session while discussing topics of interest. Richard did require more frequent prompts and cues to produce /s/ with articulate speech. There was an increase in saliva production that pools in the anterior portion of his oral cavity while talking fast/increased rate. He was provided multimodal cues to slow down rate of speech which did correlate with /s/ accuracy increasing. There are many less lingual protrusion ("lisp") with /s/, however he continues to demonstrate weak articulatory contact. /th/ in all positions at the word level was targeted given a visual and verbal cue with the following accuracy: initial position 50%, medial position 40%, and final position 20% accuracy. Richard did demonstrate SOME self correction following incorrect productions. Final consonsnats were dropped at times (typically /s/) in conversational speech however there is not a clear pattern with this. I will continue to monitor language and pragmatic skills and communicate with Ms. Andrea (Richard's other SLP). Thank you