I talked with Mary today about Brad (she has been working with him) and she explained that he was working at a higher level than I thought. She said that he was multiplying two and three digit numbers and was dividing numbers. I began this today, but it was not a very good day for Brad. So, I switched to some word problems (adding and subtracting).

Today Brad made eye contact 9 times throughout session. He displayed self-stim behavior 5 times and required several prompts to use 'quiet hands' each time. He only required redirection one time while we worked on presented tasks. He was receptive to reminders for good listening skills (sitting up straight in chair, etc). He was unable to answer questions about yesterday's social story (Saying Hi). He did a nice job identifying emotions in pictures as a review from a few days ago. We talked about asking and answering questions, with a focus on 'who' questions. He successfully answered several 'who' questions based on presented handouts. He did answer 60% of presented verbal questions today (up from yesterday's 50%). I had a brief conversation with his nanny, Mary. She said she would bring the notes from his previous speech pathologist tomorrow.

Brad was very talkative at first and complained a lot, but gradully understood that even though the exercises were difficult with practise and persistance he could do it. Brad stomped his left big to on the base of the bag with attempting to perfom his own version of a punch (he ran and punched into the bag). By the end of our firt session brad was listening better and talk more positively about himself.

Brad did a little writing and then enjoyed the social studies lesson. I was able to incorporate reading in the directions and when he wanted to say weest show the difference between west.

Throughout the session, Brad continued to open up a bit. He made eye contact 11 times today, demonstrated stim behavior 5 times, and required redirection only 2 times. He answered 50% of given opportunities for verbal response. We read aloud a social story about saying 'Hi'. Brad remained engaged and displayed good listening skills with mild prompting. He earned points for making good eye contact and won the privilege of a game at the end of the session. He displayed good turn taking skills during the game, appropriately sharing turns for 80% of opportunities. At the end of the session, he wanted to find a picture from earlier in the day. He was unable to find it and grew upset. This was easily resolved when he followed me into the hallway and attentively watched me saying 'hi' to someone I passed. He required prompting to use an appropriate 'goodbye' greeting before we parted.

Brad did well yesterday (simple addition, subtraction, multiplication, and division). I am in the process of determining where he is academically, so adjustments will be made as necessary.

An anchor of the first session was rapport building. Throughout the session, Brad made eye contact 3 times and demonstrated stimming behavior 4 times. Topics covered included social greetings, asking questions and sharing answers to get to know sometone, listening skills, emotion identification, and picture description. Brad largely attended to presented activities, requiring redirection 4 times. He seemed motivated by a points system toward a final reward activity for the last 2 minutes of the session. While standing in the foyer after the session, Brad offered a 'good bye' (verbal and gesture without eye contact) when prompted. Briefly spoke with mom in foyer regarding obtaining previous SLP evaluations and informal session notes. His mom signed a release and I will contact his prior SLP.