Phase IV Self-Evaluation and Reflection Chris was required to participate in my Morning Attendance and Calendar Group Activity as independently

as he possibly can. The activity was broken down into individual steps and he must master each step before he can continue with the next. Chris is required to follow all the steps in the activity, but I only took data on his current step. I took data on his level of independence, and to achieve mastery he must be independent on the current step for two consecutive days. It took Chris about two months to be independent on all the steps, which I expected. He is a fast learner, but there were certain steps he had a more difficult time mastering. He had a harder time on two steps. The first was raise hand and say here. He has echolalia, so when I said, Is Chris here today he would respond with today or sees himself in the picture and say Christopher. At that point, I changed my question with, Is Chris here and that would prompt him to say here and raise his hand. The other step he had a hard time on was touch day of the week with a distracter. A prerequisite for this step is to be able to identify the days of the week. It was one of his current academic programs, but when it happen to fall on a day that he has not mastered yet, he would get confused. There were two steps he did really well on. The first was to match his picture to his name on the attendance board. On his first day, he needed a little help scanning through all the names to find his, but after that, he did really well. I try to move the names around so the students do not get used to having their name in the same spot everyday. This forces the student to really scan the board to find their name and match it. The other step he did really well was, count from the first of the month to the current

date. Before my student puts the date on the board, I go over the number. They either have to say the number or touch it. Chris knows his numbers up to 31 very well, so he was required to say the number. Once I go over the number of todays date, they put the date on the board and count. Most of my students did not know to stop on the current date and kept going. Whenever it was Chriss turn, he stopped at the correct date. All of my students are required to participate in the group activity. They way I present it to them may be different depending on the student. For example, when asking, Is {name} here today I may have to change it and drop the today for my students who have echolalia. Another step I usually have to modify is when the students have to match their picture to their name. For some I can just hand their picture to them and they know to go to the board and match. Others I have to present the Sd, Match or Match {name}. The strategy that worked best for my student in the activity is Prompt and Prompt Fading. For each step, I allowed Chris to answer independently. If he answers incorrectly, I provide the necessary prompt needed. Depending on the step, I may have to point to the correct answer (gestural prompt), nudge his arm a little (partial prompt), or hand over hand guide him to the correct answer (full prompt). Everyday I fade back the prompts to allow independence. Everyday before I began the morning group activity, I had to look back at the data from the previous day to see if Chris can continue to the next step or stay at the current step. I knew Chris can move on to the next step if he was independent for two consecutive days. I graphed the data every week to track his progress and see if there are

any trends in his answers. It also allowed me to make any necessary modifications to how the steps are presented to him. One goal I have for growth and development is to have more patience. I noticed that when Chris has mastered a step and for whatever reason on a certain day he would consistently be incorrect after being fully prompted. He knows how to complete the step; he has done since he came to my classroom. Im like that with all my students. If I know they know how to complete a certain step and just are not doing it, I get really frustrated. The last thing I want for my students is regress.