Santino was in good spirits today, having slept well and having woken up 6AM, later than usual, according to his mom. He entered the classroom and we put his bookbag above a cubby in its usual place before obtaining the communication board from its usual location. Santino looked at the picture of the teacher after he was afforded several physical prompts, and then looked at her; however, he did not attempt to verbalize her name as he had done once or twice in previous sessions. I then took out bubbles and used my mouth to blow air into the plastic ring to produce bubbles. While doing so, I repeated the word bubbles, emphasizing the 'b' sound and pairing it with a blue plastic sheet that Santino had grasped to facilitate the connection between the 'b'sound in bubbles and the 'b' sound in blue. We did this several times to emphasize the formation my mouth made to produce first the 'b'sound and then the 'bl' consonant blend followed by the vowel sound 'ue'. Santino required prompts to sustain attention to the task, but he did mimic the 'b' sound upon several prompts. The aim here is to help Santino produce suprasegmental elements of speech upon request (Florida State Standard SP.PK12.SA.1.1). Santino enjoyed the bubble activity. He giggled initially but lost interest rather quickly. We then used the 3 colored plastic sheets to identify colors and although Santino did not identify the color when asked, he did show interest in a motor activity involving a square flexible piece of tight fabric with which to flex and examine its bending properties. We used it to review spatial concepts such as over and under,and up and down. Santino brought over his bottle, but he did not drink the water when it was filled. He did, however, drink quite a bit from the sink faucet when we practiced hand-washing and showed improvement in his hand drying motions when handed a towel. This will remain an ongoing objective in future sessions.