Data Collection Form #2

Date: March 11th, 2016

Submitted by: Rebecca Flory

Childs Name: Alex Jackson

Goal/Objective

Prompts and Responses

Following one-step directions

(Turn the page of the book)

Prompt

VD

Response
Prompt
Response
Prompt
Response
Prompt

0
VI
>
VI
>
M/V
D
0

Follow one-step directions (Go

upstairs)
Communicating wants (Shoes
and jacket)
Follow one-step directions
(Arrow game)
Prompting Key:
Response Key:

PP/
VD
>
M
0
VI/V
+
M/V
D
+/>

PP
+
VD
>
V

VI
+/>
V

V/VI
+
S

Response
+
+/>
+
+
M= Model
V= Visual
VI= Verbal Indirect
VD= Verbal
PP= Partial Physical
0 =No Response IN = Incorrect
> = Approximation
+/> = Close Approximation

Response
/Prompt
Ratio

% Correct
based on
IEP
Criteria

1/3

33%

1/5

20%

1/2

50%

3/6

50%

FP= Full Physical S= Spontaneous

+ = Target Observed

Notes: ---For this intervention, Alex and I started inside by reading a book. There were some distractions as his little brother was playing nearby. After that, we took the
intervention outside to play a game. ----

Impression:
This intervention went really well. Alex is getting a lot more comfortable with me and I find it easier for him to participate in the intervention
because of this. I am becoming more comfortable in my role as his interventionist. I noticed that it is definitely easier for Alex to pay attention
when no one else is around. When we began our game outside, there was no one outside and Alex paid close attention to me and the directions
that I was giving him. However, when we were inside surrounded by his little brother, it was evident that it was a little bit harder for Alex to pay
attention.

Objective Description of Data and Observations:

We started out this intervention by reading a book that Alex chose, Polar Bear Polar Bear What Do You Hear? As we would read, I invited Alex to
turn the page. I started out with a direct verbal prompt but Alex did not respond, after which I tapped on his hand and directed him to turn the page
verbally. He began to turn the page but needed a little bit more direction so I tapped his hand once more. After finishing the book, I directed Alex
to go upstairs so that we could go outside and play. This took a little bit of prompting, but eventually a waving for him to come and asking if he
was coming, he walked up the stairs and into his room. When we got to his room, we needed to get his shoes and his jacket, so I asked him, What
do we need to go outside? He pointed aimlessly, but when I signed the word shoes, he directed me where his shoes were. We then took the
intervention outside. I demonstrated a game with an arrow that I had drawn on a piece of paper. When the arrow was pointed up, Alex was to
jump. When it was pointed down, Alex was to sit. When it was pointed left or right, he was supposed to move that way. I started by modeling this
game to him so he knew what to do. Alex caught on quickly and would spontaneously move right or left. But with the visual representation, Alex
was able to meet the target.

Assessment and Evaluation:

I dont believe my prompting to be very intrusive this time around. I think I did a great job of making sure that I was allowing Alex to do most of
the work and really challenging him to do his best. Alex participated much better in the outside intervention when there was no one else around. I
found this activity to be extremely appropriate, as we started out with an easier activity and led up to a more difficult one.

Plan:
For my next intervention session, I want to start focusing a little bit more on another goal of Alex. I have incorporated a few of his other goals
little by little, but the main focus has been on following one-step directions. I want to change the focus a little bit and see how Alex responds in
other areas.