Santino was engaged in a variety of sensory-motor activities in the classroom today. He enjoyed the variety of textures introduced and visually examined various objects from different angles and perspectives. He particularly enjoyed placing the corresponding number of pegs in holes in wooden baseboards and demonstrated excellent fine motor and visual-perceptual skills. Santino grew a bit frustrated and annoyed as the sleeve of his shirt was long and interfered with his ability to manipulate objects; however, he was satisfied and resumed his attention to the task at hand after this teacher cuffed the shirt and moved it above his elbow, freeing up his range of motion and dexterity. Santino did not wish to engage at all with his communication book today when it was introduced to him. He did, however, seem to be in a musical mood so songs were played for him. He immediately piped in the letters B-I-N-G-O upon hearing the first few chords of this song. When Santino produces sounds in a meaningful way, his efforts are rewarded with high five and verbal praise. (i.e., when he identifies a color correctly or repeats a word following a prompt). Santino appeared to grow a bit tired at the end of the session; therefore, this teacher read a book to him as he sat listening on a chair. Santino enjoyed looking at the pictures and following along with his eyes. He did not opt to eat anything today although he was shown a variety of food choices.