Santino responded to several cues when asked to follow this teacher into a different learning environment (classroom), requiring only one verbal prompt to do so. By providing him with a consistent schedule and verbal and physical prompting techniques, followed by their commensurate counterpart actions, Santino has grown more familiar with routine and expectations. For example, when guided by his teacher and asked to wash his hands, Santino will walk to the sink and demonstrate, though his behaviors, that he correctly anticipates the required skillsets with which he will be tasked. We have been hand-washing one or two times per session, and Santino has grown to enjoy this activity and execute it better. Today was the first day he transferred the paper towel from one hand to the next during the drying activity, and he was afforded a great deal of verbal praise upon doing so. While as yet resistant to working with his communication book, Santino has become more responsive maintaining eye contact, sustaining it for longer periods and displaying more appropriate affect when engaged in play. He appeared interested and more engaged when two children tried to involve him in physical activity on the playground, and he looked amused and giggled when encouraged to imitate them. He mimicked them and jumped after them as they hopped across the playground bridge and looked over his shoulder in anticipation of their next action. Overall, Santino appears better able to demonstrate understanding of information presented orally using listening skills, including paying attention to cues (verbal and physical prompts), and linking to prior experiential knowledge gained from a structured daily schedule and the consistency of routine. We concluded the session with Santino guided as he selected (7) peel-off letters in his name and applied them onto a smooth surface.