Data Collection Form # 5

Submitted by: Kendra Durfee

Date:12/2/15

Childs Name: Andrew Jackson

Goal/Objective

Prompts and Responses

Reading
Andrew can read the words
given out-loud
Writing letters legibly 4 out of 5
times
Instruction
Follow 4 step instructions

Prompt

Prompting Key:
Response Key:

Response

V
IN

V
+

V
IN

V
IN

V
+

V
+

V
IN

V
+/>

V
IN

Prompt
Response
Prompt

V
+
V

V
+
P

V
+
V

V
+
V/G
(4)
+/>
(3)

I
+
V
(4)
+

V
IN
V
(4)
+/>
(3)

V
IN
V
(4)
+/>
(3)

I
+
V/P

Response

V
+/>
V
(4)
+

V
+

V
(4)
+

N
+

Response
/Prompt
Ratio

% Correct
based on
IEP
Criteria

5
11

50%

6
9
7

80%
50%

10

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: long e, he didnt know long e. First find some, then found be. Short a, found day. Find n found sun. Found crab and said crad. Always uses c
for k sound. Do f drew E. Ciara touched Andrews arm so he would listen.

Impression: Overall the intervention went well. There were a couple of rough spots as we did the intervention but Andrews focus was on target
until the end. It looked like Andrew was excited from his day but wasnt super thrilled with a couple of the intervention activities because they
were a little to difficult for him.
I feel like we are getting closer to helping Andrew but sometimes it doesnt feel real life. It feels like work not play. I think some of the goals we
have written are too difficult for where Andrew is at right now. They are helpful but we are one stage to far and causing him to feel like he is
drowning in his work/tasks we are giving/asking of him.
Objective Description of Data and Observations:
Activity #1: Find the sound
Andrew answered correctly to the sounds being asked of him 5 out of 11 times he was prompted. In this activity note cards were on the floor of
sight words. Ciara would ask Andrew to find the sound sh and Andrew would scan the floor of all the words on the ground then pick one up. At
the beginning he was picking up the sounds that matched what Ciara asked for but towards the end Andrew would pick a card up and then when it
was wrong he would say I dont want to do this anymore. I then stepped in and covered up all the letters except the first and uncovered then
slowly while he sounded them out. Then we asked him to say the whole word. Sometimes the letters were blended correctly together and other
times they werent.
Activity #2: writing
Andrew was able to meet his goal of correctly spelling simple words 6 out of the 9 times he was prompted. Four of the prompts he responded to
were verbal but two of them were visual.
Activity #3: Coloring/drawing instructions
Andrew was on target 3 out of 10 of he times we prompted him. Two of the prompts he was on target for were verbal and the other was a mixed
verbal and gesture prompt. There were three other times where he had close approximation. These approximations showed that he was able to
remember 3 step instructions instead of four step instructions.
Assessment and Evaluation:
During the reading portion with Andrew we tried to take a step back and work with sounds. We took a step further and looked at one sound at a
time by covering up most of the word. Andrew was still having trouble and thats when we realized that we needed to step back even further in our
next intervention to make it more appropriate for the level Andrew is at right now. In the writing activity, Andrew was also having trouble
remembering single letters that made the same sound such as c and s. This shows us that we need to step back even further and work on single
sounds rather than the whole word, then we will be able to take the next step to cvc words. During the four step instruction Andrew was given four
different things to do or color on a worksheet. Again this week as in previous weeks he struggled to remember all four consistently. This goal isnt
very realistic for him and this is one that we need to adjust as well. In the past we have seen that when he is told less instructions to remember
such as one, two, or three he is more capable of remembering.
Plan: For next week we will be working on simple reading and writing skills at a lower level. Working on the letters that he struggles with will be

the most beneficial (k, b, d). Focusing on sounds rather than words would be at Andrews level. For the instructions we will use a to do chart we
have made for him. We will work on one-step instructions for a real life setting that will hopefully motivate him to work on remembering one- two
maybe three steps or jobs that he needs to do.