After putting away our book-bag and securing the communication book, Santino was tasked with looking at this teacher and finding her picture and/or name. While he remains uninterested in this activity, a balloon, which in the past has proven to be an effective reinforcer, was used to facilitate eye contact and bridge the connection between the picture and teacher, as well as expectations. Santino grew distracted and we moved to a more physically engaging activity involving the replication of movement concepts in a variety of physical activities - locomotor, non-locomotor, throwing and catching, for example.(Florida State Standard PE.K.C.2.6). We then moved to an art easel where Santino was afforded hand-over-hand assistance to write his name using a chalk holder to facilitate grasping of the chalk and better enable the mechanics of writing. Santino was cooperative during this activity. Next, he gravitated to the alphabet blocks where he arranged several in a vertical column until they toppled as he was closely examining them. We attempted a color discrimination activity and Santino did repeat the color red when shown three colors, but he did not identify the other 2 colors upon request, nor point to or give them to me upon request. Again, hand-over-hand prompts, paired with their verbal equivalents, remained necessary to elicit performance expectations. During our time together, Santino grabbed my hand and led me to his bookbag where I took out two snacks. Santino chose a creamy yogurt snack (via handing it to this teacher)and I afforded him physical prompts to spoon it into his mouth. We then proceeded to the sink where he washed and dried his hands and drank some water from the faucet. We are continuing to work on these skills, with prompts afforded as necessary, until skill acquisition allows for the fading of prompts.