Richard was greeted in his classroom at 9:05am. Per parent report, there was traffic on the interstate. Richard required prompting to put his glasses on. We started the limited session with orientation task of date and days of the week. He became very excited about spring break. Following that task, we discussed weekend plans (while targeting rate of speech and /s/ in all positions of word at conversational level). There appears to be more "muffled" speech lately which may have to do with dentition. With verbal cues to retract his tongue behind his teeth, improvement is made. We worked primarily on possessive and plural 's at the end of words during connected speech. Please continue to use gentle verbal cues when Richard is omitting the 's while speaking about possessives (my mom'S car) or plurals (the two catS).

Santino happily entered the office today, smiling and sustaining social reference within social greet.
As noted within recent session documentation, frequency of social referencing has notably increased. It is significant to note that social reference preceded verbal requests 6 times this session. Periods of natural gaze was again noted within the context of joint activity. Request for assistance was noted X3 with expanded form to include calling attention, " Ms. Lynne, help me + action phrase (Action + locative/noun)." Use of Where question form to locate items not within his visual field was noted across contexts. Use of 432 hz was initiated today following Santino's request. Spoke with Ingrid regarding possible reestablishment of a visual support schedule to delineate his weekly/daily sequence. Strong Session.

Chris arrived happily today, excited to share his ideas regarding "new movies" that he intends on creating. He shared video snippets of the many topics of interest related to his own ideas. Scaffolding supported use of cohesive ties to connect details and expanded vocabulary. Rapid affect change was noted once again. Conversation today afforded and excellent opportunity to re-visit the familiar cue supports utilized (many adapted from Social Thinking) as well as aspects of theory of mind strategies. Familiar expanded discussion of Chris' perception of attentional shifting ( "The thoughts that jump around quickly" etc.) was highlighted. Chris embraced the request ("Chris, if you feel that your brain is jumping to a new idea, please let me know so you can take me with you/ so our thoughts can stay connected/ I am interested in all the thoughts that you have when we are together" etc. )today for the first time. He shard that he would try. We further expanded on carrying this over with teachers at school. We further discussed "perspectives"
as we often do, and expanded on " non response/ignore" aspects of conversation. Lots of self reflection today, positive engagement and provision of support across the dynamics of social communication. Shared session highlights with mom at session close.

Santino was greeted in his classroom by SLP. Per previous conversation between mother and SLP, the immediate and short term goals for Santino's feeding was to eat preferred food for other people in other environments. Upon arrival, his teacher informed SLP he had finished his protein drink via sippy at 1:00pm. It was addressed to hold off on providing a supplement drink right before feeding therapy as Santino will not be hungry for the session. The session started with Santino being presented with gold fish, apple jacks, and gummy bears. Santino verbally requested Goldfish crackers. With a model and verbal prompting, Santino took 6 crackers out of the bag. He was hesitant at first however eventually touched them to put them on the plate. Following, he tapped them to his lips with ease and visual model. During this time, he was playing with fake food and microwave while his preferred food (yogurt) was on the table in his visual field. When the yogurt was presented many times, he became upset and pushed it away. He intermittently played with the Z-vibe provided by SLP. Touching to his arms, face and lips. SLP opened yogurt, requesting for Santino to put the spoon in the yogurt. After many refusals, he did eventually place the spoon in the yogurt. He touched the spoon 5-10x with cues. SLP put the yogurt on the plate for the "goldfish to swim". Santino assisted SLP in putting the gold fish in the yogurt, with fleeting eye contact. When handed the spoon, Santino self fed a bite of yogurt. Following that bite, it appeared to be reflux as it came back into his mouth and he swallowed it back down. He then accepted 5 bites from SLP and self fed 10 bites total without aversion. This was a great session!! We will continue to target eating for me, himself in other environments, and eat for other teachers and educators.

Richard was greeted in his classroom on time by SLP. He was having difficulty with the mask that was provided by his father however assistance was provided to ensure safe coverage throughout the session. Richard was excited to report his fun weekend with his cousins. This was a great exercise to target rate of speech. Richard's rate of speech significantly increases and articulatory contact decreases with excitement. Richard continues to require verbal and visual cues to slow rate of speech however it tends to be very short term. He will slow rate of speech for a few words and immediately return to baseline rate of speech. We quickly reviewed the calendar as Richard is becoming more comfortable and familiar with this concept. Today, we heavily covered possessives and plurals in conversational speech and he tends to omit the "s" at the end of the word in these situations. Richard continues to demonstrate understanding in structured tasks however when we are at more advanced tasks (conversation), the final consonant if often omitted.

Santino continues to respond to social greet, and happily entered the office. He responded to the naturalized questions regarding music and lights with single presentation of the question. He reached to open the closet, and requested a preferred item that was not in his visual field. Periods of increased verbal rehearsals and scripting were noted this session. Strategies involving validation of his scripting ("thinking about ....") were successful 6/12 opportunities in establishing social reference. Overall social referencing continues to incrementally increase over the recent sessions. Requests for assistance continue to be noted with use of increased form ( help me+ action 'phrase') across numerous contexts. Use of "where is ...." continues to increase in frequency and length of utterance as well. Strong session. Shared details of session with Ingrid.

Chris arrived excited to share that he had "found his phone." Discussion as to where and how he found it followed. Expansion to clarify details was supported with scaffolding and binary choices to assist with clarification. He was eager to share additional topics of interest. Supports and cues to sustain topic were provided as Chris rapidly shifted focus from context to context from a hyper arousal state. Subsequent presentation of activities was noted with refusal and non response this session. Discussion of presupposition aspects, and collaborative thinking was highlighted. Chris subsequently shared that he "zones out a lot " and that "this happens at school" as well. He also shared that he "forgets his memories." The session closed with Chris turning inward and preferring to not engage in conversation. As per usual, there was an opportunity to briefly discuss session details with mom.

Richard was greeted in the lobby by SLP. He was in a great mood today. When stopped in the hall by a teacher to compliment his shirt, Richard just stood there quietly. He did not respond to "hello" or the compliment. The conversation was about the Lego movie on his shirt which he enjoyed talking about and the reciprocation of the conversation improved. He did demonstrate difficulty with extinguishing the conversation. Again, he did not say anything in return when the teacher said goodbye or have a nice day. We continued the session with orientation/day of week which Richard did well with followed by talking about his week activities. This targeted sequencing tasks, word finding, and rate of speech. Richard required moderate cues to slow rate of speech and over articulate, especially during topics of high interest. There were a few incidents of a interdental lisp noted today which was corrected with verbal cues. We completed the session with a book about St. Patrick's Day and Richard LOVED this activity. He was predicting what was going to happen next in the story which was demonstrating great auditory comprehension. Well done, Richard!

Santino continues to respond to social greet and happily entered the office. He requested a familiar activity that was up high out of reach, allowing for expansion though chaining the task. Phonemic cue supports facilitated the verbal expansion to regulate the action sequence. Use of "where is ...?" question forms continue to be utilized to obtain items not within his visual field. Requests for assistance continue to be noted via use of "help me/ help me +action phrase " across action contexts. Social referencing was strong once again this session. Santino continues to indicate specific preferences for 432 Hz options within the repertoire shared. Strong Session. In addition to brief session review provided to Ingrid/mom as per usual at session close, brief discussion regarding supporting bathroom transition was shared. Santino clearly indicated during the session that he was sensing the urge to need to urinate. He stood and clearly released, and was aware that his pull up was wet. Supports for transition during times of awareness, verbal cues (Time to put -- in the potty), use of visual cue and modeling the aspects of pouring were shared.

Chris' arrival was anticipated this morning as per the schedule. He did not arrive as expected. Reached out to Dad following 10 minute window, however no response was received. Subsequently inquired with mom, who confirmed that Chris was with Dad and perhaps was unable to attend.