Christopher was eager to share the incredibly large amount of Mario and "Sonic" plush toys that he had brought with him today. This was an excellent springboard for categorical organization with a focus on expanded use of attributes, character traits, similarities and differences. Attentional shifting was quite rapid throughout the session. Gentle supports and scaffolding strategies were consistently provided, as cross pattern movement sequences were embedded within the session as well. In addition, the familiar strategies of "connecting thoughts, closing thoughts and shifting thoughts" were utilized as linear, cohesive sentence organization was variable this session.
Christopher shared many novel, creative ideas for play activities this session, as we then highlighted the use of self generated dialogue vs. recall and use of previously "heard" dialogue.

Santino was seen for session 50 of 51 with this SLP and appreared calm upon transition between sessions from the East Classroom to the individual classroom. The daily, visual schedule was referenced and reviewed...Goals for the session remained consistent and included the following...1. to engage in forming a relationship with Santino that includes regulation, and shared attention and interest 2. to enter into two-way, purposeful interactions with gestures and intentional communication 3. to determine highly motivating/favorable, cause and effect activities, so that Santino may develop a feeling of control and predict/anticipate what will happen next 4. to imitate predictable action sequences and communication patterns through cause and effect activities. 5. to develop single-word requesting via eye gaze, picture exchange and/or verbalization...Consideration has been given to expand upon Goal 5 to include modifier + object/action in the phrase "I want..." via picture exchange and/or verbalization...Santino sat, independent of direction, in the brown chair and immediately began to inspect the wind-up "Santa" and "Snowman" toys placed on the table next to a new book, "S is for Santa". He appeared to enjoy the dancing pattern of the toys for a few minutes then reached for the new book. Santino turned the pages upon verbal direction and read the predictable pattern from "A" to "Z". Santino verbalized the following spontaneoulsy as he read: "(Letter Name) + is for...Angel, Baking, Caroling, Decorations, Evergreen, Fireplace, Gingerbread, Holly, Ice-Skating, Jingle Bells, Kids, Lights, Mistletoe, Nutcracker, One-Horse Open Sleigh, Quiet, Reindeer, Santa, Toys, Unwrap, Volunteering, Workshop, excitement, Yummy, Zephyr." Minimal phonemic and word segmenting cues were provided for the following: Nutcracker, Sleigh, Volunteering, Excitement, Zephyr. Santino appeared to study the illustrations. Directions such as, "Point to..." or "Show me..." required hand-over-hand assistance after appropriate wait-time x 10. Santino pointed independenly x 3...Santino was directed to a novel felt "Gingerbread Man" activity. He remained at the table and appeared to show interest and examine the materials required, and labeled by this SLP, to complete the task. Spontaneous verbalization to request was noted throughout and included the following: I want Eyes, I want Nose, I want Cheeks, I want Mouth, I want Buttons". At several intervals throughout the activity sequence, Santino moved the large, felt Gingerbread Man from left to right across his field of vision and appeared to examine it closely. In an attempt to extend and expand upon his chosen activity, this SLP referenced the characters, actions and predictable "Run! Run!..." sequence of "The Gingerbread Man" story once again. Comments and questions were presented such as, "Run! Run! Run!...Is he running from/He must be running from... the Little Old Lady and the Little Old Man?...Bears?...Cow?..." A back and forth sequence of what appeared to be Representational/Symbolic Play continued as he manipulated the Gingerbread Man to "dance" in a back and forth/side to side manner. Afterward, Santino assisted with clean-up upon verbal direction. The session came to a close in the typical manner with the "Good-Bye" Song and successful photo exchange on his daily, visual schedule in preparation for the next session. Santino verbalized "Miss Christina" to complete the familiar "First...Then..." phrase...Continue as planned with focus on use of communication book/photos across sessions/instructors and settings...

The session commenced with Christopher happily noticing a wrapped gift in the bag of materials and activities. He thoughtfully accepted the gift, extended sweet gratitude and was eager to test out the Spiderman walkie talkies. Use of the walkie talkie as a tool to allow for expanded conversational exchange was extremely facilitative, as the focus on allowance for reciprocity and use of contingent responses within an exchange were highlighted. Subsequently, Christopher was once again eager to utilize the Mario plush characters that he had with him. Attentional shifting was rapid once more and supports to assist with "thinking together" were highlighted. Additionally, specific goal ended strategy tasks were utilized to support task and topic closure and transition.

Christopher was eager to talk about his new idea for "you tube." He excitedly removed the collection of Mario plush toys from his backpack and began naming each of the characters that I had not yet seen. Scaffolding supports to assist Chris with organization of ideas as he shared descriptions of each character were facilitative in organizing and itemizing the details that he was wanting to share. Familiar strategies of "connecting thoughts, closing thoughts and shifting thoughts" were utilized as linear, cohesive sentence formulation was variable this session.
He was extremely excited, as his attention rapidly shifted between ideas.
Additional focus this session was on the use of self generated dialogue vs. recall and use of "previously heard " dialogue.

Student was absent.

Ben initiated social greeting, and without hesitation inquired about the activity that had been presented in a previous session. He subsequently initiated conversation regarding Christmas. Topic shifting was strong, and support to facilitate more effective topic transition to new topics was provided. Further emphasis was again placed on self awareness of social referencing, loudness and use of appropriate intonational variation to support intended message. Additional activities included participation in the "thinking game" activity that he had inquired about as the session commenced. Support to more clearly indicate intent within "game :" play was provided.

Santino was seen for session 49 of 50 with this SLP in the individual classroom and appreared calm upon transition between sessions. The daily, visual schedule was referenced and reviewed...Goals for the session remained consistent and included the following...1. to engage in forming a relationship with Santino that includes regulation, and shared attention and interest 2. to enter into two-way, purposeful interactions with gestures and intentional communication 3. to determine highly motivating/favorable, cause and effect activities, so that Santino may develop a feeling of control and predict/anticipate what will happen next 4. to imitate predictable action sequences and communication patterns through cause and effect activities. 5. to develop single-word requesting via eye gaze, picture exchange and/or verbalization...Consideration has been given to expand upon Goal 5 to include modifier + object/action in the phrase "I want..." via picture exchange and/or verbalization...Santino requested "Gingerbread Man" via spontaneous verbalization. The familiar activity was presented and Santino participated in the predictable sequence to create a "Gingerbread Man" from Play-Doh. Spontaneous verbalization to request was noted throughout this 50-minute segment and included the following X 3 : "I want Gingerbread Man, I want Yellow Play-Doh, I want Orange Play-Doh, I want Red Play-Doh, I want Rolling Pin, I want Help, I want Eyes, I want Mouth, I want Buttons". At several intervals throughout the predictable activity sequence, Santino moved the large Gingerbread Man cookie cutter from left to right across his field of vision and appeared to examine it closely. In an attempt to extend and expand upon his chosen activity, this SLP referenced the characters, actions and predictable "Run! Run!..." sequence of "The Gingerbread Man" story. Comments and questions were presented such as, "Run! Run! Run!...Is he running from the Little Old Lady and the Little Old Man?...Bears?...Cow?..." Santino engaged in eye contact and placed the Gingerbread Man on the table and slid him across. Comments such as, "Oh! It looks like the Gingerbread Man is ice skating, now! Be careful, Gingerbread Man! Don't slip and fall!". At that point, Santino manipulated the Gingerbread Man to slip and land on his head. He giggled and appeared to reference this SLP for reaction. A back and forth sequence of what appeared to be Representational/Symbolic Play continued as he manipulated the Gingerbread Man to tumble/roll, dance and fly!!! Afterward, Santino assisted with clean-up upon verbal direction. It should be noted that Santino was provided with minimal physical assistance to remove and replace the Play-Doh lids. Moderate hand-over-hand assistance was provided to roll Play-Doh to size. The session came to a close in the typical manner with the "Good-Bye" Song and successful photo exchange on his daily, visual schedule in preparation for dismissal.
Santino verbalized "Momma" to complete the familiar phrase, "First, Miss Ingrid...Then, Momma"...Continue as planned with focus on use of communication book/photos across sessions/instructors and settings.

Santino demonstrated strong social referencing upon social greet. Some assistance to guide the transition to his room was provided, as his focus was inconsistent during the transition. He continues to assist with pushing key pad successfully in order to enter the main area. Provision of choices continue to be available upon entrance to his room. Gentle support to sequence the picture placement, finger point to word sequence/or exchange of the strip was provided on initial 6 trials. Subsequent requests were independent for the duration of the session.
Continued paired/simultaneous verbalization of intent with the point/exchange is noted across the majority of requests. Additional use of spontaneous verbalization to request desired items/activities continues to increase. Periods of strong visual distraction and delayed echolalia were noted throughout the session.

The session commenced following a brief outdoor activity with peers once again. Social greet was conveyed in a pleasant manner. Ben quickly initiated conversation regarding a myriad of topics. This once again afforded an excellent opportunity to support the dynamics of perspective taking and topic transitioning. Emphasis on recognizing the body language, intonation patterns and eye gaze of your communication partner as a means to establish a more successful exchange was embedded within shared conversation. Supports to enhance self awareness of social referencing, loudness levels, intonational variation to support intended message, and body posture were embedded within the session.

Student was absent.