Data Collection Form #5 Submitted by: Samantha Bruton Date: July 5th, 2018

Child’s Name: Gage Eddins

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria
Recognizing letters and sounds Prompt V M V V V V G V V V V 2 18%
in his name (Gage, Eddins) Response 0 0 O 0 0 0 +/> 0 0 0 + 11
Recognizing and counting Prompt V M V VI 2 50%
numbers up to 20 Response 0 0 +/> +/> 4
Using verbal communication to Prompt V V V 0 0%
express thoughts and ideas Response 0 0 0 3
Take five breathes and count to Prompt V 1 100%
five when feeling frustrated Response + 1
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: Gage was giggling, running around, and playing with a smile on his face while we did our intervention. His mother told him we were there

and he came outside with his shoes on a few seconds later. We did a water gun activity. We also had him answer questions about his day or how he

was feeling. We had him take little breaks in between activities or prompts when needed. He wasn’t as engaged during intervention. 1st: Didn’t spray

letters. 2nd: Modeled spraying the “G” and “E” 3rd: No response. Stood in bowl. 4th: No response. 5th: “What letter is the “eh” sound? No response.

6th: Started spraying us and putting squirt gun in his mouth. 7th: Changed activities. 8th: No response. Asked to come back. Running around outside.
9th: no response 10th: No response. 11th: Verbal; told him to come back to play on the trampoline. 12th: Asked him to take a little break and jump for

a bit for five seconds. 13th: Asked to find number. Verbal; no response. 14th: modeled. No response. 15th: Verbal; grabbed the “2” and said, “5.” 16th:

Asked, “Are you having fun?” No response. 17th: “Do you like counting numbers? No response. 18th: “Are you happy or sad? He spit at

interventionist multiple times. 19th: Picked up #s and landed on the “15” with no prompting. Wouldn’t say number. He was sad and angry saying,

“We can’t just leave!”

Impression:
This week went alright for Gage. We had to complete two interventions this week because he did not show up for his intervention session last
week. When my team and I first got to his house, Gage was excited when we came through the door. Gage was waiting for us his mother said and
he wanted to go play on the trampoline. My team and I completed our first intervention session and the trampoline and for our second intervention
we tried a new activity. We laid out letters and asked Gage to squirt any letter with the squirt gun and say the name of it. Gage was very
uncooperative during this intervention. Throughout the intervention, Gage became more and more reluctant to listen to our prompts. He began to
squirt the interventionists with the squirt gun even though before we had begun the activity we explained to him if he wants the squirt gun he
cannot squirt us. During the intervention, Gage ran off and didn’t want to come participate any longer. After multiple attempts to get him to come
play with us he finally came back over to the trampoline. We laid out letters around the trampoline and asked him to jump on the number and say
it. He did not respond to our prompts and began to throw the letters. We then told him we had to leave and he became upset. We decided to end
the intervention at this time.

Objective Description of Data and Observations:

This week we decided to use an activity that Gage’s was interested in and that would gain Gage’s attention. We used a squirt gun, water, and
letters of his name to complete this activity. Gage’s mother said to us that he has an interest in water activities. With this intervention being a
water activity, we hoped it would gain Gage’s attention. Before we began the activity, we told Gage a few rules that he must follow to continue to
continue playing the activity. One of the rules was to not squirt the interventionists. While outside, we prompted Gage to squirt the different letters
of his name when prompted. We would use prompts such as, “Hit the letter “g”. We decided to model for gage how to complete the activity
because he was not following the instructions. Gage began to squirt all the letters but did not say the name of them. Gage did not respond to the
prompts we were giving him. Gage began to squirt us and would laugh when we told him to please stop.

Assessment and Evaluation:

Overall, for identifying sounds and letters of his first and last name, both upper and lower case, Gage scored 18%. This was a 42 percent decrease
from our last intervention. This could have been due to the fact that we had to complete two intervention sessions in a row. But Gage did score a
50% in recognizing numbers 1 through 20.
Though this may seem like his progress has digressed, when all of his data is considered than it shows that he has improved immensely since the
first intervention session. Gage showed his excitement by smiling and giggling as we all walked over to the trampoline at the beginning of the
intervention. At the end of the intervention, he showed sadness that we were leaving. He began to cry because we began to bring the toys back
inside the house when he became uncooperative. Though this was an unsuccessful intervention, Gage’s progress in the past has shown that he just
one step closer in learning the letters of his name and numbers 1 through 20.

Gage usually responds to model and verbal prompts during our sessions. He typically responds to the prompts we give him after being prompted
multiple times before. At first, gage will respond to less intrusive prompts but as the intervention continues Gage usually needs more direct
prompts to continue his engagement. This is usually true until he becomes uninterested. Gage will not respond to prompts when he is does not
want to participate any longer in an activity. During this intervention this came to pass. For our next intervention, we will continue to use
modeling and verbal prompts so that he may continue to reach his goal of learning his letters in his name. Because Gage did so well in the first
intervention I believe that he becomes bored if the activity last too long. During the previous intervention, Gage responded to 60% of our given
prompts and only 18% during this intervention. This shows that he became bored and did not want to participate any longer. I think what will
benefit Gage is short and quick activities. They could all have the dame goal but they need to be quick and interesting for him. Gage is very smart
and he knows what we are asking him to do. He just sometimes becomes bored or doesn’t want to follow our instruction because he thinks it is
funny to be defiant.
This week, we all worked together to complete our intervention effectively. We all took turns giving Gage prompts and taking notes. All three of
us have come up with ideas on how to help Gage succeed. We each continually gave prompts and ask Gage questions. We were all consistent so
that we may be able to keep Gage’s attention and be able to engage him in the activity.

Plan:
For our next session, we will conduct the same activity and continue to start with less intrusive and as the intervention continues use direct
prompts to help Gage engage in the activities. We will try to make the activity feel more like a game so Gage will not feel the need to be defiant.
We never know how Gage will feel or how he will act each time we come to conduct a session. My team and I always plan to bring more than just
one activity incase Gage is not engaged or wants to play something else. We will again try the activity of shooting the letters with a squirt gun and
also be prepared for an activity where he will ride his bike to different letters and numbers. This will continue to involve his interest of water toys
and his interest of riding his bike. Our target for our next intervention will be very similar to what we did this week. We will continue to work on
increasing Gage’s knowledge of the letters in his first and last name as well as work on recognizing and counting his numbers. We will
specifically work on numbers 1 through 20.
We will continue to use indirect and direct prompting. We will begin the intervention using less intrusive prompts and then as the intervention
continues we will use more direct prompts. This will be needed to keep Gage’s engagement during the activities. We will continue to use verbal
prompts such as, “what is the letter?”, “what is the sound?” and “try again” if he answers incorrectly. We will verbally say “squirt the letter or ride
over the letter and say the sound”. By giving these promptings Gage will know how to respond correctly.