This was Santino's first day back to our program, and it was non-eventful; he appeared comfortable and at ease in surroundings familiar to him and explored some new objects and activities in the room. Santino became absorbed in a block activity. He arranged alphabet blocks in correct order, demonstrating a basic understanding of the organization of letters. (State Standard LAFS.K.RF.1.1) He took time to examine each block carefully, working at a slow but consistent pace. Recognizing that learning can come from careful observation, this tutor allowed Santino the time to gather information about the blocks - and he did so using all his senses. He would pick up the blocks and examine each side visually, via olfactory examination (he would smell it) and twirl it his hands before placing it down in correct order in a horizontal line. Santino objected vocally if his order was interfered with; however he became less visibly upset after recognizing that the blocks would be returned to him and/or placed in their rightful spot after a brief period of handling or inspection by this tutor. It is hoped that Santino will become more tolerant of changes effected by others in time after he sees that efforts are made to restore the integrity of his order. Santino was also tasked with identifying some of the visual representations of the objects on the block, which began with the letter shown - both in upper and lower case. Four different pictures were shown on all but one of the blocks (the x repeated xylophone and xerox twice). Santino would identify the pictures shown on the different sides of the blocks; however, again, this was done on his own initiative but rarely when prompted. Santino articulated the words clearly and enjoyed repeating a few words in particular, such as piggy and doggy; other words, such as octopus, were clear, audible and articulate. Santino rarely established eye contact when prompted, but he was fully aware if something in the order of the room was changed. For example, this tutor took away his phone placing it underneath a template so as to avoid alerting him to the fact. However, within seconds, Santino noticed its absence - found and retrieved it. He kept it on for the duration of the session but mostly as background noise or accompaniment. It did not detract from his attention to the block task. After Santino assembled the letter in horizontal fashion, he then built the letter up vertically, in a tower. He did not appear upset when it got too high and fell over, disrupting his order, however, and he followed this tutor's visual and verbal directions to place them back in their tray. Santino complied with this request, but he proceeded in his careful, slow, orderly performance progression. At about 1:30, Santino was asked if he was hungry and would like to eat something that was available in his book bag. He was shown a choice of two different food items and selected the banana pudding, handing it to this tutor who helped feed him as he was engaged in the block assembly activity. It is hoped that future sessions will afford him hand-over-hand prompts to improve his ability to feed himself. Santino had a successful first day back and transitioned well from his hiatus away from Batt since the summer months.