Luke seen in room for 45-minute treatment session. Focus of treatment on improving and strengthening his emotional intelligence/self-regulation, improved attention/participation in both preferred and non-preferred task, bilateral coordination, refinement of visual motor skills/graphomotor development, fine motor precision, and sensory processing. Began treatment in Luke's room to work on self regulation strategies. OT and Luke went over each emotion that was represented in "Inside Out 2". Luke was asked to tell a time when he experienced each emotion. The emotions discussed were "boredom", "envy", "angry", "sadness", "joy/happiness", and "anxiety". Some examples of Luke's answers were: anger- whenever my sister does things I don't like, joy/happiness: when I went up to the farm and I got cars. He did a great job talking about emotions and recognizing his emotions. Continued with visual motor integration with a maze worksheet. Luke was observed to hold his head up with his left hand. He required verbal cues to find his way through the maze, stabilize the paper he was working on and use careful movements to stay within the lines of the maze.

Chris wrote his spelling words in his journal and divided them into syllables. He compared the two technology courses with a Venn diagram. He edited a paragraph he wrote previously.

Libby used the boogie board and rubber letters to write and identify the names and sounds of letters. She wrote the basement letters on writing paper (g, j, p, q, y). She did a capital/lower case matching paper. I read Brown Bear, Brown Bear while she held the bear puppet.

Kaitlin worked on her vocabulary book.

Kaitlin focused on using the verb ser in a variety of sentences as we explored vocabulary about people further.

We spoke about classes, students, teachers, and individual students.

During the course of our discussion, Kaitlin answered approximately 19 questions from the textbook.

We then read an excerpt from an article about Japanese-Peruvians. We read some basic statements about their influence on Peruvian culture and politics.

Libby used a small dry erase board to practice writing upper case letters. She did a paper with ABC order. She wrote attic letters on writing paper (b, d, f, h, k, l, t), I read Head to Toe while she played with a monkey puppet.

Chris wrote his spelling words in his dictionary. We reviewed Heads Up, Humans and talked about endnotes. One of the endnotes was from Stephen Hawking, so I read a small book about him to Chris.

Kaitlin wrote her spelling words in her dictionary. We read more of Animal Farm and discussed it.

Chris took his spelling test. We worked on the claim, reason, and evidence chart from The Automation Paradox. We read Heads Up, Humans and discussed it.

Using a chalkboard and Play Doh, Libby practiced her letters. Review the "first floor" letters. She finished her color-by-letter page from yesterday.