Santino had to be woken up after he arrived to program, and his mother (correctly) anticipated he would fall back asleep or have a slow start to the day. He immediately went to lie down on the couch and remained unresponsive to efforts to get him to re-locate to the classroom; however, he was responsive to receiving acknowledgments and greetings, in the form of hugs, from several students, and he reciprocated their high fives after a few repeated efforts as he was clearly very tired. As he reclined on the couch, Santino moved my hand to lightly stroke his back and leg and made soft cooing sounds. If I stopped, he replaced my hand so that I would continue to provide the tactile stimulation. I read him an early reader book, "Little Bear's Friend," by Else Minarik, as Santino looked at the illustrations by Maurice Sendak. As I identified several common words, I encouraged Santino to listen to, retrieve, and imitate my speech and spoken language (Florida State Standard SP.PK12.SA.7.1). He did not imitate the cued words; however he was relaxed and demonstrably very content to look at the illustrations as I read to him aloud. When we proceeded to the classroom, Santino promptly laid down, covered himself with pillows and cushions and readily fell asleep, despite peripheral noise and distractions. As it seemed indicated, I allowed Santino to rest undisturbed for the remainder of the session.