Megan Duffard

30 November 2016
Instructional Intervention Report
For this assignment, I chose to work with a student who has difficulty in
math. I will refer to him as KH in this report. One of KH's goals was to be able
to represent numbers 1-10 using manipulatives. Mrs. Gray and I decided that
assessment data would be collected once per week for five weeks, but the
intervention would be incorporated into his math lessons every day.
In order for KH to master his goal, it was essential that he use one-toone correspondence appropriately. I noticed early on in the semester that
sometimes he would grab multiple objects instead of pulling out one object
per number. To help with this, every day I had him practice one-to-one
correspondence in some fashion. For example, some times I would have him
use Legos and count the blocks as he built a tower. Other times I would have
number cards on the table and have him slap the numbers as he said them
aloud in order.
While working with this student, I discovered that the best way he
retains information is by learning in silly ways. Whenever I had him practice a
skill related to his goal, I would try to make it as silly and entertaining as
possible. For example, at one point I had ten plastic animals on one side of
the table. I had the student get out of his chair, pick one animal, and "run" it
to the other side of the table while saying the number. He continued to the
number ten when all the animals had reached the other side.

During actual assessment days, I would show KH a number. He would

then have to count out manipulatives to match the number in my hand. His
grade was determined by how many numbers he matched correctly divided
by the total numbers plus the number of times he was prompted.
Each week we saw improvement in his ability to match the numbers
with fewer and fewer prompts. The week that his grade decreased was when
I assessed him in a very distracting environment. The physical therapists had
come to work with another student and KH had a hard time not wanting to
watch his friend work. I had to give him frequent prompts in order to keep
him on task and this negatively affected the outcome of his assessment. I
feel that he would have done much better, had I assessed him in a quieter
environment.
Overall the instructional intervention was a success for KH. He went
from a 43% to a 76% by the end of the five-week period.

Instructional Intervention Graph