Data Collection Form #1 Submitted by: Autumn Bybee, Nicolette Call Date: 6/4/17

Childs Name: Cardon McDaniel

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria

Request a toy Prompt M M M M I I V V V V 4 40%

Response 0 0 IN IN 0 IN > > > > 10
Sign "more" during feeding Prompt M M M M I I I V V V 5 50%
time Response 0 0 0 0 0 +/> +/> +/> +/> +/> 10
When given two options, Prompt M M M M G G P P V V 6 60%
chooses between the two Response 0 0 IN IN +/> +/> +/> + + + 10
Prompt
Response
Prompt
Response
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: Today we worked in the living room and kitchen. Cardons younger sister wanted to be involved in playing with us and him. This was challenging because Cardon

became distracted during the session.

Impression:
To assist Cardon in his goal we used a picture book to assist him in requesting his favorite toys. In the book were pictures of his toys, after
handing him the book we showed him the real toy to help him make connections. We put the toys away then showed Cardon the picture book. We
asked him what he wanted. The first few times he didn't respond. We decided to model for him how to request the toy. He began to understand
what to do. He approached his target goal for this session but did not reach it.
We helped Cardon during snack time by modeling more in sign language. Then we pretended to eat snack and asked for more food verbally and
with the sign. We asked his Mom to bring us some more food. When Cardon was finished eating his snack. We verbally asked if he wanted more.
Then we signed "more". He did not respond at first, but looked at us. We repeated this about 5 times. After the trials, he started to try and move his
hands in the same way we were. He didn't reach this target goal, but came close.
We also worked on choosing between two objects. We modeled this at first by having two objects in our hands and asking which one was desired,
then we would pick one. He did not respond at first, and then he tried to reach for both toys. We repeated modeling the gesture of pointing to one
of the objects. Then we asked which one he wanted. By the end of the intervention session he was successfully choosing only one toy when given
two options.

Objective Description of Data and Observations:

We modeled requesting a toy four times for Cardon. We modeled by looking at the picture book and point at the picture of the thing we wanted.
Then his Mom would bring the toy to us and give it to us. Cardon did not respond the first two times. During the third and fourth time of modeling
he turned the pages of the picture book. Then he tried to reach towards a toy and grab it. The fifth and sixth times prompting, we visually showed
Cardon the toy, then tried to have him point at it. The first time doing this he didn't respond, and the second time he tried to take the toy away from
Mom. We continued to repeat this. During the seventh through the tenth trials, we verbally asked Cardon what he wanted. All four times he
pointed at more than one of his toys.
When we were working on signing "more" during meal time, we modeled this behavior for Cardon four times, with no response from him. The
fifth through seventh times we visually showed him what saying "more" would get him. The first time he did not respond, and the second and
third times using this method he moved his hands and tried to mimic us. The remaining eight through ten trials we verbally asked Cardon if he
wanted more. He tried to move his hands the way we were showing him, but was unable to complete the full motion.
While working on choosing between two objects, we modeled the behavior the first four trials. The first two times Cardon did not respond, but the
third and fourth time he grabbed both objects. During trials five and six we gestured to the objects and held them out to him one at a time. Both
times Cardon pointed at both objects. We took Cardon's hands and led them to one of the objects during the seventh and eighth trials. He grabbed
onto the object but dropped it the first time, but held onto it the second time. By the final two trials we asked Cardon which one he wanted and he
picked one of the objects to play with.
During this intervention session, it was observed that whenever Cardon's little sister was in the room, he did not focus on the activity we were
working on. He would run around with her, and pick up whatever toy she was playing with.

Assessment and Evaluation:

After gathering the data, it shows that modeling does not provide the support that Cardon needs. This is shown as we repeated ourselves multiple
times during the session and did not see any results. Cardon could benefit from starting with a more intrusive intervention then scaffold the
approach. The data also shows when he was given two options, he wants to play with all his toys at the same time and is yet able to pick between
the two. In this case, the full physical prompting helped Cardon to better understand what we were asking him to do. It was easier for him to see
and less confusing to physically prompt him, instead of just modeling what was expected. Cardon's data could have been improved without his
sister running around, this caused some confusion. We had not planned on her doing the session with us and she played with different toys, this
caused Cardon to want to play with them. The activities seemed developmentally appropriate. The picture book was engaging to Cardon. When
working with the sign language we could do a more engaging activity in the future sessions. The last objective of choosing between two objects
could also be made more engaging. The goals/objectives are appropriate for Cardon at this time. While he was able to complete the target
objective of choosing between two toys, it will benefit Cardon to keep it as a goal until he can do it without prompting at all. These are all goals
Mom wanted to work on, and they are goals that he will need to continue to develop. As the interventionists, we had a successful first session and
were able to get clear benchmarks. We weren't really sure how many times to keep trying the intervention if Cardon wasn't getting it, and when
would be appropriate to discontinue the activity. It would be beneficial to plan a variety of activities for the same objective so if he becomes bored
of one, then there is another that can promote the same goal.

Plan:

For next weeks intervention session, we are going to keep the same objectives. We are going to try a more intrusive intervention approach. For
requesting objects, we are going to continue using the picture book activity until Cardon is able to talk when expressing his wants and needs. For
the signing activity, we are going to include Dad by having him play "rocket ship" with Cardon, which is one of his favorite activities. When
Cardon is trying to get dad to do it again. We will sign "more" and ask if Cardon wants more. For our last objective of choosing between two
things, we are going to have Cardon choose between two different cars. This way the object will be the same, the style will just be different. We
are going to start off seeing if he remembers how to choose, and if he doesn't, we will go straight for the physical prompt because that is what
gave us a response last week.