We began today’s session by reviewing counting by ones. Nicholas was tasked with doing so but was again challenged when asked to count past 39, as he has been in prior sessions. We again reviewed the strategy of focusing on the first digit in order to figure out the next in the series of ten. Nicholas required prompts but generally appeared more focused today. We used technology to help Nicholas sustain attention and together we typed numbers from 1-120. The first digit was bolded to demonstrate emphasis - and it was emphasized auditorily as well so as to engage as many senses as possible to facilitate learning. This two-fold sensory approach seemed to help Nicholas; however when he was asked to duplicate his efforts after a short break, Nicholas answered without thought, responding with random numbers. He required a pencil and paper to draw his attention to the first number (the tens column) to be able to state the next succeeding number. He stumbles most understanding the tens jump but he is able to count by tens to 100 by rote. It is strongly recommended that Nicholas continue to work on counting skills at home as well at program in efforts to promote understanding and consolidate gains noted. Nicholas had a worksheet to complete for homework and he had written down a page number in his agenda that did not correspond with his assignment. We therefore completed both, making a copy of the page he had written in his agenda. Nicholas said he did it at school, but we did it again. It dealt with the concepts of shortest to longest. We also worked on indirect measurement problem solving, but Nicholas was challenged as it required that he remember and compare three different variables. The use of a visual facilitated this process. The last problem required that Nicholas add the numbers 42+20, but Nicholas kept repeating "I don't know what you're talking about." He was asked to count by tens from 42 but was unable to do so. We used our fingers to help enable him to understand how to arrive at the number. Nicholas requires prompts to engage and sustain his attention but he is motorically very active and has difficulty sustaining eye contact with the material on which he is working. Working with Nicholas at home, after school and at the Batt program should benefit his understanding of mathematical concepts. We ended the day by playing a 5-minute game of basketball on the playground to release some of his energy and reinforce his efforts.