This tutor arrived at program the same time as Santino and his mother, so we walked in together. Santino was dressed in neat attire and was sporting a book-bag on his back. His mother, Kim, showed me two activity purchases she made - one was a book to facilitate reading and visual perceptual skills, and the other was a set with crayons with which to color different words such as alpaca, on cards. Santino was first shown where to place his book-bag in a cubby. This will be the procedure upon entering the classroom so that he may, in time and with repeated practice, place it in his cubby independently. Next, we got right down to opening the activity sets. While Santino showed initial interest, it was not sustained. This tutor attempted to assist him in tracing a line, beginning with holding a crayon and placing its point at the beginning of the line; however, Santino did not want to participate in this activity and vocalized his displeasure. We shifted attention to the coloring set and this tutor began demonstrating how to hold a crayon and color the card with the alpaca word and drawing on it. Again, Santino showed initial interest; however, it did not sufficiently engage him enough to sustain his attention to the task for longer than a few seconds. Instead, he became absorbed with magnetized alphabet blocks and exploring various different objects in the room, moving to the hay stack and pulling out several hay needles and examining them via different sensory modalities. He enjoyed strewing them about the room; however, this activity was redirected to a more purposeful academic identification exercise. Santino was shown 5 different colored crayons and asked to select the red crayon from the bunch. When he was observed looking at the color red and appeared to bring his hand towards it, this tutor afforded him a great deal of verbal reinforcement and encouragement - via clapping and high fives. He was able to verbalize the word 'orange' after this tutor showed it to him and said the color, which was met with a repeat of enthusiastic high fives, claps, and positive verbal praise. By affording Santino such affirmations when he approximates a desired verbal or motor response, it is hoped to facilitate his ability to discriminate, identify, and produce suprasegmental elements of speech. (Florida academic standard: SP.PK12.SA.1.1). We went outdoors after a bit more than an hour in the classroom, and Santino enjoyed running on the bridge and climbing up and down the equipment. When it began drizzling after about 10 minutes, we returned to the classroom where Santino enjoyed peeling off the backing to letters and sticking them on paper, objects in his immediate surroundings, and the table at which we were working. He remained engaged in this activity for about ten minutes and also enjoyed stacking boxes from largest to smallest, showing good awareness of size perception. As the time neared the end of the session, this tutor modeled a clean up task for Santino and prompted him to participate; however, Santino remained a passive participant in this activity and returned his attention to another box containing alphabet letters. This box accompanied him back into his classroom where his next tutor was waiting for him. He was invited him to see a new circular alphabet rug purchased for the classroom. Santino appeared interested in observing the letters on the rug, easily transitioned to this next activity, and remained in a compliant and jovial mood for the duration of the two hour session.