Data Collection Form #1 Submitted by: Emily Baker and Brynn Larsen Date: 2/24/18

Child’s Name: Elizabeth Maughan

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria
Match money correctly on the Prompt I V V I I I I I V V 8 80%
first try. Response + + +/> +/> + + + + + + 10
Say names of coins correctly. Prompt V V V V V V V V V V& VI
I
Response IN IN IN IN IN IN >+ > + IN IN
V
Prompt S V V 1 7%
Response +/V 0 +/> 14
Follow environmental signs Prompt G/V G/V G G V G G G 7 87%
correctly. Response + + + IN + + + + 8
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: The environment was calmer because we did the intervention session in Elizabeth’s bedroom. She was more focused on the dramatic play grocery store because she wasn’t

in her living room with the rest of her family. When there are two different prompts written in the same box, that means that both prompts were given before the response from the

child.
Impression:
My impression from the environmental signs game was the Ellie got bored easily with this game of finding the boys/girls restroom. We had
previously left these signs for Ellie to practice with, so we did not bring more, but Ellie had lost these signs. We had to use sign language for girl
and boy, so the purpose we were trying to get across was not the exact same as her goal.

Objective Description of Data and Observations:

This week we used a new technique to gain and keep Ellie’s attention. We set up a grocery store dramatic play in her bedroom, did a puzzle,
played a game with men’s and women’s bathroom signs, and then we played basketball. We structured this intervention session through making a
picture schedule with Ellie and then having her check the activities once we finished them. This was successful, because as we got to the
environmental signs portion of the intervention session, Ellie was not asking us what we were doing next, but she told us because it was written on
the white board. At the environmental signs portion, we used gestures such as sign language and verbal prompts, such as, “Which one is showing
the girls restroom?” or “Which restroom would you walk into?” We also played a game by using a walking sign and holding up our hand to
resemble the hand that is shown at crosswalks for you to stop. We also used gestures (sign language) and verbal prompts, such as “What does that
sign show us to do?” Most of the time, Ellie followed the signs correctly, but there was one time that Ellie kept walking when the stop sign hand
was up. She did not stop until a verbal prompt was given.

Assessment and Evaluation: Overall, for following environmental signs correctly, Ellie scored at 87%. This shows that Ellie’s performance is a
decent performance, considering the types of environmental signs we used. Ellie’s mother stated the girls and boy’s restroom is the easiest for her
to remember and follow. Ellie is responding positively to gestures because of the consistency of the prompts. Since our prompts always follow the
same sequence, regardless of the activity we do, she has started to remember the things she needs to help herself. All she requires is just a small
gesture along sometimes followed by a verbal prompt. Because of the positive response Hallie has given to all of our prompts, I believe the
prompting hierarchy we used throughout this session were appropriate and intrusive enough because she can figure out what she needs to do with
some help, but still isn’t able to figure it out without any prompting. This week, we worked well as a team in assisting each other if one of us
didn’t know how to explain it well. We have also started to work together in the sense that we divide jobs to be more effective. For example, I will
work on giving promptings while she focuses on taking data collection. The activity we chose this week was very appropriate in that it kept her
interest and helped her feel calmer rather than rushed.
Plan: For our next session, we are going to print out life size and true to color environmental signs, including: exit, and stop. We will be including
these signs because these are the main signs the family is wanting Ellie to learn. They will be life size so they are true to what Ellie will see as she
is walking across streets or around the town. We will also ask the parents to hang up the exit signs at every doorway so that Ellie can practice the
exit signs throughout the day. This will work if Ellie’s family actively practices saying that there are exit signs and what we do at those exit signs
and what they mean.