Data Collection Form # 1

Submitted by: Kendra Durfee

Date: 10/27/15

Childs Name: Andrew Jackson

Goal/Objective

Prompts and Responses

Response
/Prompt
Ratio

% Correct
based on
IEP
Criteria

Two step instructions

Prompt

1/1

100%

Look at my eyes
Guessing game

Prompting Key:
Response Key:

Response
+
Prompt
V
V

66%
Response
+/>
+
Prompt
V
+
I
2/3
88%
Response
+
+
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
G= Gesture
M= Model
I= Visual
VI= Verbal Indirect
V= Verbal
p = Partial Physical
P= Full Physical
0 =No Response IN = Incorrect
> = Approximation
+/> = Close Approximation
+ = Target Observed
S = Spontaneous

Notes: ---Verbal two step directions he began doing them before instruction was finished and he was
told.--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Impression:
This intervention session went well. Andrew was really excited when we brought muffins and it was difficult to calm him down from this. We had to redirect him a couple of times due to this. The goals for Andrew are at his level; the interventionists need to make the goals within his zone of proximal
development. Overall the session was very successful because Andrew was able to hit every single target.
Andrew was very engaged and wanted to work or in his case play the games that the interventionists brought. He also wanted to make muffins and was
super excited about them. During the intervention Andrew was asked to write dog and he spelled it bog which leads me to think he that dyslexia is an
obstacle to overcome.
The interventions do align with Andrews needs, however the following instructions goal needs to be more difficult in order to challenge him and push
him to improve in that area.
Objective Description of Data and Observations:
Activity #1: Following Instructions
During the follow the instructions activity, making muffins, Andrew took the mix from my hand and showed it to his brother. He told him hey Nathan
look what I get to do! He took the mix and continued to try to open it and take it before instructions could be given. The interventionists had to use
verbal prompts to communicate to Andrew to listen before doing and making the muffins. His excitement for the activity was distracting to his brother
Nathan who was also in an intervention session of his own.
Activity #2: Guessing game
This game incorporated both his reading and writing goal. During the guessing game the interventionist would give him a clue or two for his sight
words and he would write the word. The interventionist would then write the word on a white board and say it after she wrote it. Then he would give a
clue and have the interventionist guess. The interventionist would write the word Andrew had her guess.
This data shows that Andrew is capable of following instructions as well as following verbal prompts given.
In order to help Andrew focus during making muffins we would stop and say, Andrew look at my eyes we wouldnt go on until he looked in our eyes
and we could give him the instructions while he kept eye contact. During the guessing game if he needed another clue to guess the word it would be
given. Every time Andrew received a prompt he responded in the way we asked and in a positive way.
Assessment and Evaluation:
Andrew is hitting his benchmarks at the time that we thought and doing better than we expected. He was able to follow the two-step directions well as
well as play the guessing game as explained. He understands simple instruction and is able to model what another person does with ease. He is
disciplined and stops when asked of him to look at our eyes. He can write most of his letters well as prompted.
There are a couple of letters he struggles with even when its modeled. So far d is the only letter that needs correcting when he writes it.
Sometimes he struggles to pay attention but not very often.
Eye contact and listening simultaneously are going really well, as well as following instructions.
Im struggling to find his zone of proximal development, but its getting easier to find as I become more familiar with where he is at.
Plan:
Andrew needs instructions that are more complex as well as games for reading and writing that will continue to challenge him.
He will need instructions that require him to listen carefully and then follow. He will also need a fun way to learn his sight words as well as spelling

words.
Games will motivate him as well as candy but we are going to stick with games.
We could try to follow Andrews lead a little more in his interests and be prepared and ok with changing our plan on the spot according to what he does.
1) Reading
The game used will be changed to BINGO. We will all stop and sound out the word together. Then when someone has BINGO they will read
back every word that made BINGO for them.
2) Writing
Andrew will write the word when a match has been found
3) Following instructions
Andrew will be given a piece of paper that has different pictures on them and then will be given instructions on what to write, draw, or color on
the page. The instructions will be given in a greater amount every time they are given in order to see how many instructions can be followed and
remembered at one time without repeating them.

Instruction IEP: 4/5 80%

Reading: 80%
Writing: 80%