Richard had extra energy today. I gave him 2 minutes to complete a brain break task from the list in his room. Then we refocused by using a sensory bin of Kinetic sand and /th/ objects hidden to practice /th/ in conversation. Richard did well with this. Initial /th/ was used in conversation with 90% accuracy! Minimal difficulty with medial /th/ in words such as, bathroom (Bafroom), something (someping) etc but it isn’t affecting his overall intelligibility. We continued with a grade level passage. He demonstrated some difficulty listening even as I allowed him to use flexible seating around the classroom. He was able to answer 75% of the questions correctly on the first attempt but required multiple repetitions of the other. Again, this was probably due more to difficulty attending to the task than accuracy of listening comprehension. Towards the end of the session, I noticed Richard had completed a task on white and yellow lined paper with his OT. I complimented him on how nice his handwriting was and how hard he must have worked on it. I am not sure if he thought I was then going to ask him to write on that type of paper because he started to get upset. Which is very unlike him. We reviewed our conversation and attempted to repair the communication breakdown because I wasn’t sure where he started to become upset. We concluded by determining he thought I expected him to always use that paper and that quality handwriting output. I explained that as long as he was always trying the best that he could that was all I expected.