When this tutor arrived, Santino was walking in the hallways around the classrooms and did not want to be -rerouted to a different area of the facility. This teacher took his free hand (the other one was clutching his tablet and he often is fearful it will be taken away from him) and began skipping down the hallway, which successfully broke the perseverating pattern and redirected him successfully. Santino began giggling, grew more relaxed, and we proceeded outdoors. Once Santino realized his tablet would not be taken, he grew more comfortable and let it rest alongside the equipment which he was using. He grabbed this teacher's hand to lead her to different areas in the playground and classrooms and enjoyed the sensory stimulation afforded him by jumping on the bridge, running back and forth, twirling in circles, and assisting him physically with some of the more challenging exercises he was attempting. His actions were accompanied with verbalizations identifying the motion or activity in which he was engaged (i.e.; up/down; around; on top; below, circles etc.) Such word pairings are hoped to facilitate his association between the word and the action or activity. Santino greatly enjoyed it when this teacher whirled him in circles, giggling animatedly and communicating that he wanted more with his eyes and physical posturing. He would occasionally look over his shoulder when this teacher pretended to run after him, which indicates he was aware and anticipatory of antecedent and consequential actions. Santino observed as this teacher retrieved a ball with a stick that had fallen outside the gate; he grabbed onto it, held it with both hands, smelled it and rubbed his hands across it - gaining information about it as he is wanting to do with many objects. Santino was asked to point to the colors on the ball, but did not do so, although this teacher observed his eyes glancing at the different colored stripes. He repeated one color after it was verbalized but did not maintain the desired response task when prompted a second time. When we came indoors, Santino walked over to the sink with this teacher and placed his hands under the faucet. He washed his hands well using circular motions with minimal prompts once the soap was applied. He was afforded hand-over-hand modeling to turn off the faucets but has yet to take the paper towel when this is handed to him and dry his hands independently. It seems that engaging Santino in this routine hand-washing activity following play is proving beneficial; it has contributed to his understanding of expectations and helped improve his self-care skills (in hand-washing) In light of these gains, it will continue to be addressed here at our program.