Brad did a good job today. He needed some help in the beginning, but was able to complete the assignment with my help.

Brad's mom attended the first half of today's session. Brad stayed focused throughout with minimal prompts. Half way through we got out of our chairs and moved around the room playing 'I Spy'. In the format of the game, Brad did a great job asking and answering questions. He really enjoyed his success as well as congratulating me when I guessed the right item. This format is very dynamic and suits Brad since he is better able to pick up on behavioral models for communication and social language. He did a great job categorizing description words and following a model to give an example of each description. He did require multiple prompts to put his example in a complete sentence. Brad had a great day.

Difficult to engage Brad today. Responded well to large motor interaction.

Elaplsed time if difficult for Brad to understand, but he did better today. There was not as much "stimming" as usual. Overall, a good day.

Brad did a great job pulling himself back into the session today when he became distant. He started out very focused, but began to lose connection. We did some midline crossing physical mirror activities in an attempt to pull him back in. These activities were very fun for him and also served to regain his attention. He did a great job sorting words into their descriptive categories. He then used those words to describe selected items. While he was unable to verbally describe an item, he was able to select printed words and apply them to the item. At the end of the session, Brad enjoyed playing 'finger drums' by listening to each other and mirroring rhythms and sounds. He has a great ear to hear details! It was the most focused I've ever seen him during a session.

Brad measured mass of all objects and he wrote the results in the lab notebook. He was very happy to do his work.

Good progress.

Brad had a great session! Movement seems to help Brad. When he was reluctant to participate or verbalize, I got him up out of his chair and moving around the room. This seemed to revitalize him and help him focus on our conversational questions. He was able to answer a comprehension question about today's social story. We role played as teacher/student entering the room and sitting at the table. Brad enjoyed this activity and boisterously said 'hi' and 'how are you?' when he entered the room as teacher. We played a hide and seek game to reinforce sequencing and following directions. He enjoyed more success remembering the sequence when it was something he could act out. We used one of his favorite topics (dinosaurs) to list attributes. We began to compare and contrast items, but ran out of time. He seemed to enjoy today's lesson and he definitely did a great job!

My session with Brad was right after lunch, and he was rather loud and "active" when he first came to class. However, he settled down and completed all the problems - they were all correct! I told him how proud I was of him - he seemed pleased.