Santino was greeted as he got to school. He was happy upon arrival and for the whole session. He immediately requested to go outside on the playground when we got back to the pre-k room. When I explained that we would go later, he said "read a book". We have been working on targeting functional "where" questions. For example, "where do we get a book?" "Where do we wash hands?" etc. We got a book about the beach from the bookshelf. We targeted many language concepts. We went outside on the playground when Santino asked again. He has been really enjoying it and I try to target social interactions and auditory bombardment of language concepts. Today, Santino was climbing and jumping from two new pieces of equipment on the playground being very brave. He was having a lot of fun but not quite interested in reciprocated play. Following the playground, he changed his diaper. We are working on gaining more independence with ADL's, sequencing, requesting for help, fine motor skills. Also, we targeted expanding utterance length by adding verbs to his sentence structure. Overall, it was a good first session back since spring break.

Richard was greeted in his room as he finished with his previous teacher. Today was the first session we've had since spring break. We targeted irregular past tense when discussing his vacation to Colorado. He did relatively well recalling and verbally sequencing events. He continues to require support using age appropriate auxiliary verbs and irregular past tense. As stated before, he has improved with past tense in the structured task however generalizing the skill has not been mastered. Richard's /s/ sounded GREAT today. There was some weak articulatory contact during conversational speech, effecting his overall intelligibility however with verbal prompting, it improved. We targeted /th/ at the sentence level, needing moderate verbal cues. I spoke with Ms. Debbie about how I can also work on some phonemic awareness.

Chris arrived a few minutes late and was observably tired this morning. He was eager to share "news" as he called it, and initiated conversation subsequent to inquiries about his spring break activities. Topic expansion was variable this session as rapid topic shifting was noted. Familiar scaffolding supports were provided. Instances of attentional shift within speaker roles was characterized by increased use of fillers (um, and, uh) and tangential utterances. Prompts and cues were highly facilitative as increased vocabulary recall, fluent sentence structure and linguistic organization was subsequently noted.

Santino was greeted as he finished up with his teacher. His teacher and I discussed strategies to help achieve his current reading comprehension goals. This can be generalized in other subjects and environments as well (school & home. Rather than working on reading an entire paragraph without illustrations and then asking questions (what, where, who, etc), it would be more beneficial to break it down to asking one sentence, then ask the question OR providing visual support (illustrations of the answers) to make the goal more obtainable. I will provide some comprehension worksheets that may be helpful for Santino to work on during academic periods. While I briefly went over these suggestions with his teacher, Santino greeted me with "playground", "playground? yes". This was an opportunity to ask "what do you want to DO on the play ground?" (targeting "wh" questions and verbs). "What do you want to play with? (slide, jump, etc) When being on the playground, we played a game that involved joint attention, social engagement and referencing as well as initiation/eye contact. He would wait at the top of the yellow slide until I called "Santinoooo, where are you?" he would slide down and get tickled. We did this many times - he laughed so hard and was making great eye contact with this fun game we created. To take it a step further, I went and sat away from the yellow slide to target social initiation. It took a minute or two but he did come grab my hand and said "yellow slide" WANTING me to come play with him using verbalization to request. Auditory bombardment was provided throughout the playground with verbs, commenting - "wow", "this is fun", "come on!", "lets go", etc. When we went back inside, we targeted many language skills including increased utterance length, requesting, verbs, pronouns and turn taking. Overall, it was a great session. Santino was very happy and engaged with me the whole time.

Spencer was excited to have a young kid present for his session. It is the son of one of his teachers. He wanted to catch lizards with him and teach him all that he knew about the wilderness experience at Batt School. He was kind, patient, and an enthusiastic teacher. It was wonderful to see Spencer in this role and as a confident and kind communicator.

Tristan was happy that one of his reading teachers brought her young son for lunch. He was not quite ready to give up his time with this sweet toddler. We turned it into a great opportunity for Tristan to practice his communication skills by leading this boy through different obstacle courses on the playground and catching lizards.

Tristan was excited to be outside for the session but showed some flexibility with playing some new games. We set up an obstacle course with picture cards placed throughout with our target /s/ words. When he reached a card, he had to say it and say something about it before proceeding on the obstacle course. He was having fun and even invited a peer to join in. It was nice to see his creativity in developing new activities that still were in his comfort zone.

Spencer was hoping to cook but we did not have all the ingredients. Instead we googled some new experiments/recipes to try and planned for the next session to make a variety of ice pops. Spencer is enthusiastic and tends to use his hands when talking with others. Peers have told him that they don't like it. We discussed different ways we could show enthusiasm with our peers and teachers/adults, that is still respectful and mindful of other people's comfort level with touching/hugging/being playful. We did some role playing which he thought was funny but he seemed to get the message of keeping our hands to ourselves.

Christopher was having a good day on the playground at recess. A classmate irritated him when tag was over and he did not want to sit in the lunchroom with him. He was encouraged to sit with a friend that he enjoys talking with and reminded that he can ignore the undesirable behavior from the classmate. Chris did just that. He would make eye contact with me when something triggered him. With a gentle nod, smile or thumbs up, Chris was able to pause and not respond. During our pow-wow after lunch, he was quite happy with himself that he made good choices but still was aggravated that he had to deal with the annoying behaviors.

Richard was in a great mood and excited to show off his new refrigerator in his room. He has made great additions to his vocabulary and is able to describe and tell a more cohesive story now. We then played "Yeti in my spaghetti" while practicing our multi syllable words. He benefits from verbal reminders to slow down. We then read a book about reptiles, animals, and insects and created a story about a dream pet. He was excited and motivated to expand on the story and put in the work that he sometimes resists.