I met Connor in May of his first-grade year. Connor was one of four children in an intervention group. At first sight Connor just seemed to be going through the motions. He appeared to know that you move objects when counting but didn’t appear to actually count the objects. He knew that when you counted using the hundreds chart you point to numbers on the chart. He pointed but he didn’t point to the same numbers that were being said aloud. When asked to locate a number given verbally he couldn’t. At first sight Connor seemed to need a lot of support.