I read Hoot to Richard and discussed the comparison to the movie.

Using Silly Putty and paint pens, Richard practiced his spelling words and words with igh. He read books with words he can read.

Today Matthew and I began a new lesson on Trigonometric Ratios. Matthew is already familiar with sine, cosine, and tangent, so he had some prior knowledge. We introduced 3 new trig functions secant, cosecant, and cotangent. We used the acronym SOHCAHTOA to help us set up the sides. When all 3 side lengths weren't given, we used the Pythagorean Theorem to find the third side. Matthew did great with this new content. He ran into trouble with some of the algebra involved, like rationalizing the denominator. So we reviewed the skills needed to simplify correctly.

Libby was seen in an office for a 45-minute treatment session with focus of session on improving her fine motor skills especially in the area of grasp patterns, ocular motor skills (saccades), self care skills, handwriting, as well as improving her flexibility for wearing different clothing and wearing her hair different ways. Began session going over her sticker/reward chart. Libby's mother, Amanda, shared pictures and information about what Libby tried over the past week to earn sticker on her chart. She earned 5 stickers for wearing shorts and a dress on 5 different occasions. Began fine motor play with using strawberry picker to pick up small fuzzy balls. Libby required cues to use three fingers (thumb, index and middle finger). This activity aims at building strength in the hands and the intrinsic muscles for hand strength for holding writing utensils with a sustained tripod grasp. Libby put her hair up and wore it up throughout our session only asking to put it back down once. OT had Libby try different pencil grasps on her writing utensil but she did not like how they felt. She is observed to use a thump wrap grasp pattern on her pencil when writing which causes her web space to collapse. Lastly, instructed Libby on lowercase letter "n" and reviewed letter "r". Good session and good progress.

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 working on graphomotor skills. Luke had the plastic "roll-n-write" letters for "a", "d", "n" and "o" on his desk as reminders for the formation of these letters. If he formed a letter incorrectly OT had his roll the marble to see how the movement goes in the "roll-n-write" plastic letter square. Luke was able to write on 1/2" lines He wrote 13 words today copying from near point. Luke continues to make the letters "n,m and o" from the bottom up. He required cues to form these three letters correctly. He tolerated being verbally cued well for most of session and started to demonstrate minimal frustration towards end of session. He followed directions and by the end of the session corrected the mistakes he was making at the beginning of the session. Good working today!

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. Luke lost a tooth right before OT session today. He put it in a tooth necklace. He was excited about losing the tooth. Began session with sentence writing activity. Worked on spacing, sizing and formations. Luke required assistance for the appropriate size of the letters "f and d". He needs assistance with forming the letters "a and d". At the start Luke needed friendly reminders about making the "trunk" letters in the trunk and the "leaf" letters tall. By the end of writing task he needed less cues and was sizing the letters well. We played a game together at end of session called "Grouch Couch". Luke did well taking turns but wants to win at all costs.

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 with a cutting activity in which Luke had to cut a 5-inch by 5 inch character. He has better control and no longer exhibits associated mouth movements or drooling when he cuts. He colored his character with rainbow colors and was able to use dynamic finger, hand and wrist movements for refined coloring. Worked on role playing with the Zones of Regulation, gave Luke a scenario and he would have to say which zone he was in, problem size, and reaction size and one way to help regulating himself if needed. Example one was Dad is going to a NBA game but he can't take you - Luke said this would be a big problem and he would be sad and disappointed. We went over ways to feel better and discussed how this is not a big problem. We went over four more scenarios and he did well saying which zone he would be in but less well with determining size of problem, reaction and regulation. We will continue to work on Zones and regulating oneself in therapy.

Andrew was supposed to take a Quiz on Friday last week with a substitute, but he was absent. So he took the quiz today. We wil grade the Quiz tomorrow together during class. Our class was shortened due to the solar eclipse. We went outside and viewed it together.

Aiden was absent for class. The time was used to enter grades into Veracross.

Ben was supposed to complete a quiz with a substitute on Friday but the note said that Ben was not feeling well so he did not complete the quiz. So today we started with doing a review of the problems he would see. When he was ready I gave him the Quiz. Ben did excellently. There was one problem that Ben did not understand because the font was printed differently. I showed him what the font was intending it to look like (the way I previously showed him) and he was able to apply it correctly. He got a 100% on his quiz, way to go Ben.