Data Collection Form #5 Submitted by: Ashley Ludwig Date: July 5th, 2018

Child’s Name: Ben

Response % Correct
Goal/Objective Prompts and Responses
/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 (Ben) 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: Ben 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 was okay for Ben. He was excited at first for us to be there. When his mother told him we were there to play with him, he had his shoes
on and was ready to go. He ran out the door to the backyard. Throughout the intervention, he got less engaged. Half way through, he was running
around, spitting at us, and squirting us with the water gun. At the end, we said we were going to leave and he put his hands out in front of us so we
wouldn’t leave.

Objective Description of Data and Observations:

This week we used the similar technique to catch Ben’s attention. We planned an activity to peak Ben’s interest. We brought a water gun and
filled a bowl with water. We filled the water gun up and then gave it to Ben with expectations. We used a squirt gun, water, and letters of his
name. We also used numbers up to 20. This activity worked on all four of his goals. He could squirt the numbers when he would recognize them
after verbal and model promptings. He can also do this with the letters of his name. Throughout the activity, we asked him questions on how he
was doing or how he was feeling that day. This worked on his verbal communication and recognizing his feelings. Throughout the activity, we
planned on stopping and taking a break as soon as he would get frustrated. We would then plan to take five breaths and count to five. Ben has an
interest with water and loves water activities. With this intervention being a water activity, it gained Ben’s interest and he tried to grab the gun
over and over again to start the activity. We prompted Ben to hit the different letters of his name. He grabbed the gun and ran away. He sprayed
the “E” but then never sprayed another letter. When prompted verbally and by modeling, he kept running around outside. He came up to us and
squirted the gun at us. He ignored most of our questions about what kind of day he had. He took one break but played and didn’t count to five. Our
intervention wasn’t successful throughout the whole time.

Assessment and Evaluation:

Overall, for identifying sounds and letters of his first and last name, both upper and lower case, Ben scored 18%.
This shows a 57% decrease as Ben scored 75% from the last intervention session. Overall, for identifying numbers up to 20, he scored 50%. This
is an increase to 0% from the last intervention session. However, we did a couple more prompts than last time. This shows little progression.
Overall for using verbal communication, Ben scored 0%. We prompted him three times but received a no response from Ben. Overall for taking
five breaths, counting to five, and removing himself from the situation, Ben scored 100%. We only had him take one break and prompted him
verbally. He didn’t count to five but he did play for a few minutes. This was considered a close approximation to reaching his target. This
could’ve been that he was tired and ready to go and play after doing the first intervention session. Ben showed excitement when we first were
there but by the time we did our second intervention, he was trying to tickle and tease us. He kept running off and doing other activities. He came
back when we decided to move the water activity back to the trampoline. This only lasted for one or two prompts. When it came time for us to
leave, he was very disappointed. He kept saying, “You don’t have to leave!” He would place his hands out to try and stop us from leaving. He also
would hold on to the materials and didn’t want to give them back to us. We will need to keep this in mind for the next intervention session. Less
time will help him be more engaged and follow the prompts.

Ben does respond to model prompts more than verbal prompts. However, usually he stops responding to prompts after a few attempts. Or he
doesn’t respond for the first few and then responds for one or two. His response to prompts ratio seems somewhat unpredictable and contingent
upon his mood of the day. Model and verbal type of prompts are the type of prompts he usually does respond to. When prompts are too intrusive
such as physical assist, he feels like we are too close and in his bubble. He wants us there but at a distance. One prompt for the squirt gun and
letters to his name, we tried modeling squirting the letter “E” and “G.” However, Ben grabbed the water gun and ran away. We also tried verbal
and he didn’t look at us or engage in the activity. He sat his feet in the water bowl and when asked to take his feet out, he wouldn’t do it. We will
continue to try a combination of modeling and verbal prompts. This is still most likely to help Ben succeed and reach his goals. Because of the
negative response Ben has given to most of our prompts, we need to beware of how he is feeling that day and what he is wanting to play with. We
need to be more flexible and able to bring our activity anywhere that he is interested in. I believe the prompting hierarchy we used throughout the
session was appropriate. This week, we worked well as a team in helping each other with the intervention. We took turns explaining to the mother
how Ben did and how he had done the past two weeks on his goals. We also took turns prompting Ben during the activities. When he wasn’t
responding and was running around squirting and spitting at us, we each took turns trying to bring him back in to the activities. Two of us thought
of moving our activity back to the trampoline since he had enjoyed that activity earlier. This worked for a few minutes as he came back to the
trampoline. We then discussed with each other how he did and how we could make our next intervention session better and more engaging for
Ben. We talked about his love for counting items around him as well as his love for his bike. The activity we chose this week was appropriate due
to his interests dealing with water activities and also focusing on the use of learning his letters, however, when we did the activity, he was easily
distracted and just wanted to squirt us.

Plan:
For our next session, we will bring the laminated letters again. However, we will change our activity. We are planning on verbally prompting him
to count items around him such as “how many cats do you see?” We will also model this by saying, “1, 2, 3, I see three clouds in the sky!”
Counting the rain puddles a couple weeks ago worked great for Ben and he completed the activity. We can also have the number cards on the
ground in a trail. We can have him ride his bike to specific letters that we call out to him. During the activities, we will ask him questions such as,
“Does riding your bike make you happy?” This promotes verbal communication, which is one of his goals. These activities will also work on his
goals of recognizing and counting numbers up to 20 as well as recognizing letters and sounds to his first and last name. When he gets frustrated,
we are still planning on having him take a break and count to five. We will try the same prompts such as modeling, verbal, and verbal indirect as
these seem to help Ben stay engaged. We try a least intrusive to more intrusive prompt system. As the session goes on, the more intrusive we will
become with our prompts. This way we can have more indirect prompts at the beginning that get him warmed up to the activity. If he isn’t
engaged, running around, or is spitting at us, we plan to end the intervention right away to show him that that isn’t okay. The main target for the
next session will remain the same, which is to increase his knowledge of the letters in his first and last name. It is also to increase his knowledge
of recognizing and counting up to 20. His other two targets will be to use verbal communication and count to five while taking a break when he
gets frustrated.
On our part, we will keep our promptings to being less direct in the beginning and more modeling, continued by more direct verbal promptings.
We will use prompts such as modeling by running to a laminated letter or number card on the ground and saying, “Look, Ben! I found the letter ,
“I.” We can also model by saying, “I’m feeling frustrated that you aren’t listening to me. I’m going to step away and count to five.” We can use
verbal direct and indirect prompts such as “Ben, tell me how you’re feeling today?” or “Ben, find the number, 14.”