Bridget Golden Phase 2 Practicum Spring 2013 Instructional Program Reflection Student R: Breakfast Results Baseline assessment data

ta for this instructional program was collected on February 5th, 7th, and 8th, 2013. Over the course of the three days, Student R demonstrated how many steps of a breakfast sequence task analysis he could perform without prompting. On the first day of the assessment, he completed 43% of the task analysis. He completed 52% and 38% of the task analysis on the days thereafter. Once instruction began about two weeks later, a mild increase was seen in Student Rs ability to perform the sequential tasks of the breakfast eating progress but not a significant improvement. Over the course of the next seven probes, Student R performed between 43 and 71% of the steps on the task analysis. During instructional time, the level of prompting Student R needed ranged from one verbal prompt to even instances of gesturing and physical prompting. However, on many instructional days, data is not applicable due to the fact that the student did not want to eat on that particular day. Discussion Overall, this instructional program was not as effective as hoped. Although at times Student R completed many of the steps of the task analysis, it was not consistent enough progress to have mastered the initial objective of at least 16/21 independently completed steps of the task analysis on five consecutive probe trials. One environmental factor that contributed to Student Rs progress is that his breakfast time was during the time in which the rest of his class was silently studying for their daily math quiz. This allowed for less distraction from his peers while he was supposed to be eating. Instruction also occurred at the beginning of the school day when the student would naturally be hungry for breakfast since he did not receive the meal at home. Also, the breakfast items were

independent packages, which was of ease to independently open and consume. However, there seemed to be many more factors that limited Student Rs progress during this instructional program. For example, Student R was not eating in the cafeteria while the rest of his classmates were eating breakfast. This was a decision made by the professionals at the practicum site (due to various reasons) but it did not promote the inclusive environment that could have prompted Student R to actually participate in eating his breakfast alongside everyone else. Another factor that inhibited the progress of Student Rs achievement of his goal is that throughout this semester he struggled with the balance of proper medication. There were consistent weeks in which he was not receiving the proper dosage of medication that immediately affected his appetite, his behavior, and his attendance at school. Therefore, many (if not most) days of this instructional program, Student R did not want to eat the full breakfast meal which simultaneously affects the amount of steps of the task analysis that are completed. Unfortunately, nothing could be done about this because it would be cruel to force a student to eat when he claims he is not hungry. Therefore, much of this data is varied in consistency. In future implementation of this instructional program, I would definitely make a change in the way it is taught. I would create a picture task analysis for Student R that outlines the steps of the breakfast eating process visually. This would be great for determining how much of the task analysis Student R can complete without prompting. The task analysis could even show pictures of himself performing each task as a reminder of what the steps are. Furthermore, I would change the setting of instruction if possible. I would provide breakfast to Student R in the cafeteria like the rest of the students. If Student R had not finished the meal on time to return to the classroom with his peers, I could either remain in the cafeteria until he finished or carry the remainder of his meal to finish in the classroom. These strategies may increase the amount of

improvement seen over the course of a semester.