Caleb observes his classmate riding on a tire swing, and he wants to join the fun. He reaches for an available tire, but it does not swing close enough for him to grasp. Caleb says, “I can’t,” as if to request help. Meanwhile, Alex asks a teacher to hold his tire swing so he can climb up on the back of the couch. Alex pauses and looks over at Caleb as if to say, “Watch me do it,” before he grasps the swing and launches from the couch. Again, Alex asks the teacher to hold his tire swing. The teacher invites Caleb to participate, and Caleb confidently says, “I got it,” as he puts his feet inside the bottom of the tire. But notice how his tone of voice shifts as he says, “And the hand,” while gesturing in the air. Caleb recognizes that he has completed only part of the steps required to ride the tire. Observe the strategies used by the teacher to help Caleb achieve his goal: 1) she encourages Caleb to remember how he rode the swing on previous occasions (“How did you do it before?”); 2) she offers Caleb positive reinforcement (“I think you can. I’ve seen you do it before.”); 3) she helps Caleb focus his attention on the specifics of the problem (“How could you reach this [rope]? How can you make your hands closer to this?”)