Data Collection Form # 7 Submitted by: Brooke Bowers Date: 4/4

Child’s Name: Child #1

Goal/Objective Prompts and Responses Respo %

nse/Pr Correct
ompt based
Ratio on IEP
Criteria
Word Problems Prompt S V S S V M S V V M
Response IN + + + IN + IN IN IN +

Prompt S V 2 16%
Response IN + 12
Clock Prompt S V M M V V S/V S V V S
Response IN IN IN + + + + IN + IN IN

Prompt S V S S S 4 25%
Response IN + + + + 16
Fractions: Finding the Least Prompt V S M V S S S 3 42%
common multiple Response - IN - IN + + + 7
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompting Key: G= Gesture M= Model I= Visual VI= Verbal Indirect V= Verbal p = Partial Physical P= Full Physical
Response Key: 0 =No Response IN = Incorrect > = Approximation +/> = Close Approximation + = Target Observed S = Spontaneous

Notes: This was our last week with Child #1. Although the percentages are lower we were very pleased with her ability today. She was happy and excited to learn.

The word problems were tricky because we made them up and they were not written down. And she still struggled with telling time when it was given to her in

words. But it started to click at the end! And we explained the first on for the common multiples and then she got them all right from there.
Impression
Word Problems: This week was a hard week. We found a game that we thought would be more engaging for her and that she would be able to
pick it up more. This is not what happened. This was a game that you could pick the characters, the place, and the numbers in the word problem.
So, we got to make up the word problems and we gave her the word problem and she would have to figure out what operation it is. We also gave
her the chance to make up word problems as well.

Clocks: We went back to one of our games that we had played with her previously to see if any of is stuck with her. It was interesting to see the
results that she had because the first time we did it she did pretty well. I don’t know if it was because we changed the way we were talking about it
or if she was just having an off day.

Fractions (Finding the least common multiple): After we had reminded her what to do with this she was able to pick it up and understand what
was being asked of her. Karissa was really good at showing her a strategy that Child #1 used while we were working with her. I think this is
something that she will use in her class.

Objective Description of Data and Observations:

Word Problems: As we played this made up word problem game I watched Child #1s face as Karissa “read” her the word problem. When Karissa
would “read” the problem to her she would squint her eye just like as if you were thinking really hard. Every now and then she would ask us to
repeat the question that was asked to her. These actions showed me that she was thinking about what he operation is and how she is going to solve
the problem. She had to have a lot of verbal prompts this week. This game was supposed to be more on the fun side of things so I think that this
was part of why she needed all of the verbal prompts.

Clocks: Like I said earlier we went back to an activity that we have already done with her to see what she has held on to and has lost. As we got
through the problems that would say “What time is it? A quarter to 2” or “half past 2” these are the problems that she struggled with the most. The
key words to and past are the words throws her off and she doesn’t understand what it means in clock terms. On the first problem we had to
prompt her a couple of ways to get her to the correct answer. We had to do this for a few more problems as well. The problems that she got
spontaneously were problems that showed an actual clock that had the minute hand and the hour hand.

Fractions (Finding the least common multiple): For the first problem we modeled it for her so she could see exactly what we wanted her to do.
They were flash cards that all she had to do was find the common denominator. As we were doing this we ran out of time or I think that Child #1
would have got a better percentage. One thing that I think is so salient of this is that Karissa showed her a strategy that she used on all of the other
problems. This strategy really helped her as she did the other problems.

Assessment and Evaluation

Word Problems: I think that we did really good at prompts with word problems. I feel like this activity was harder to prompt and just harder for
her to fully understand what we wanted her to do. I believe that Child #1 responded the way that she did is because she was she was totally for
sure what was supposed to happen I think. Like I said we did really good at prompting I don’t think that we were too intrusive because I think that
she still needs to figure it out and work It out in her head. I don’t think that this totally meet her goals for this week.

Clocks: We did give a lot of prompts in the clocks. This one was really difficult for her because of the terms that were used in the question. If the
word said before or after I know that Child #1 would have been able to get the right answer from those other problems with past and to.
Sometimes I feel like we are prompting her to much put at the same time I don’t want her to think that she can’t do it or get frustrated. I thought
that this would have looked good on her IEP.

Fractions (Finding the least common multiple): She did really well with the promptings as you can see. The first one we needed to show her how
to do it. We wanted her to do it and us to talked it through with her. After Karissa showed her a strategy Child #1 started to pick it up and do that
strategy every time and she responded really well to how she was supposed to do it. She really liked that way. After this intervention I think that
Child #1 has accomplished this goal to some extent. I would not say that she has accomplished it all the way.

Plan: This was our last time going and working with Child #1. It has been so fun working with Child #1 and applying the things that I have
learned from strategies with her. But if we were going back I think I would look at the past data collections and do the activities that she did really
good at and see what she remembers.