Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. School had a lock down drill during the first part of our session. Once we got back Luke and OT worked on handwriting for his book. He is showing great gains with writing and endurance/focus for longer periods of writing work. He is now able to form most of the letters correctly requiring minimum verbal cues for 100% success. We continue to work on problem size and reaction size scenarios. Good session.

Carson was absent for class. The time was used to prepare upcoming school events.

Today Aiden and I moved onto 5.5 Multiplication and Division in inequalities. I first gave Aiden the problem 2x>8 and had him solve it. He easily got the solution x>4. Then I gave him the problem -2x>8. He solved and got x>-4. I had him choose a number for the solution and check it. He chose -2. We substituted the -2 into the original inequality and got 4>8. This is a false statement. I told Aiden, "Any time we multiply or divide by a negative we must flip the inequality sign." He said, Ok, but why. So I showed him a short video. The video started with 2<5. Then it multiplied both sides by -1 to get -2<-5. Aiden realized this was a false statement. I explained to him, the reason is because when we work with negatives the opposite is true as far as their value goes. The larger the negative number, it actually becomes a smaller value (for example: -8 is smaller than -1, even though 8 is larger than 1). It "clicked" for Aiden that by multiplying a negative to the inequality it actually makes the opposite true, so to correct this, we flip the inequality sign. We then practiced the problem -6x<24. We solved it to get x>-4. Aiden pondered it for a bit, considering the possible solutions and checking to see if it made sense. It did, but he will need more time with practice to gain confidence.

Today Andrew was 13 minutes late to class. The lack of consequences will continue to enable his entitled behavior. It's frustrating for us teachers who are prepared for our classes, not to mention disrespectful. Andrew stayed for class for 10 minutes, and then asked to used the restroom. He was gone for an additional 8 minutes. When he returned I spoke to him about his lack of effort. I told him it's not ok to be this late for any reason, but it'd be different if he was understanding the material we are learning. Today was our 3rd day on arc length, which is not a difficult concept. However Andrew seems to not understand what we have covered from the previous two classes and I'm not sure why. Today, while I had Andrew, I tried to scaffold the concepts to make it easier. I wrote down step by step directions and did an example of each step. I showed Andrew how to convert the degrees to radians, then use that value by substituting it into the formulas. We will eventually need to move on, but hopefully Andrew will pick up on the content through repetition.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began session with Zones of Regulation work. We played Zones of Regulation Bingo and Luke participated well. He is becoming more cooperative with talking and participating in games dealing with emotions and regulation. During our Bingo game OT would say a scenario and he would have to find face with corresponding emotion and put an "X" on it. After the game we talked about what had happened earlier in the day with a peer and how he could have used a different, more appropriate, and expected behavior/coping strategy to deal with the situation. He understood and listened well. Lastly, he wrote sentences today in his book that he is creating in OT.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began treatment outside playing basketball per Luke's request. As we played we discussed expected versus unexpected behaviors. Luke said to OT that when someone just takes the basketball from him that it makes him sad and that they should ask for a turn. OT asked him for a turn with the ball and he gladly shared it. He did a much better taking turns and sharing today during our session. He used manners and was pleasant throughout session. We continued working outside at the table on emotions, strategies, and reactions to different situations. Luke is becoming well aware of what is appropriate and knows strategies; however, his impulsiveness and maturity level make it difficult for him to implement at this time. Good session.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began session with review of cursive letters and mountain climbing group. Instructed Richard on cursive letter "m" today. He was able to write them well. He will require continued practice since he left early today for a dentist appointment and missed half of his OT session.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began session with mat exercises to work on integration of retained primitive reflexes specifically the ATNR. Activities included cat/cow and push ups. Richard is able to do 20-30 solid push ups. Continued in his room to review the cursive letters from the "Island Grill" group which include "e,l,b,k, h, and f". He formed them all well except for letter "b", he could not idenify "k and f". He needed demonstrations to write b, k and f correctly. We practice the movements for the "mountain climbing" group letters. He was instructed on identification of the letters in this new group which include n,m,v,x and z. Worked on letter "n" today. Richard was provided with partial highlight as visual cues for formation of "n". He did well with visual cues. Good session.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began session with play "Look Whose Listening" game which works on following multiple step commands/directions and encourages whole body listening. Richard worked on auditory memory as he listened and had to repeat back 4 to five words or numbers. He was fairly consistent with 4 words or numbers and less consistent with 5 words/numbers. We continued cursive review and he was introduced to the last group of lower letters in "Script Island" called "the monkeys go mountain climbing" letters. He participated well.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began treatment with ocular motor activity. Richard was required to scan "Pikachu" to find the letters "m" and "c" that were mixed amongst other letters. He continued with an activity that had him decipher between a "b" and "d" to get through a maze. We continued session with cursive review of each letter he learned in previous sessions. He has been instructed on three groups of cursive letters through "Script Island". He is demonstrating adequate to good formations of cursive letters when provided with a visual model. Goal is to eliminate visual model and rely on visual memory. Richard is slow and deliberate when writing in cursive at this time. Richard was unable to recognize cursive letter "y" and "q" and wrote "g" incorrectly even when given model. He has been observed to get frustrated at times with cursive. His writing teacher reported that his print handwriting is showing much improvement. Good session.