Data Collection Form #6 Submitted by: Haley Kebker Date: 3-26-19

Child’s Name: Peter Rail

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria
Catching a ball in a bucket Prompt M V V V V V V V V V V 6 38%
Response + + - - 0 - - - + + - 16
Prompt M V V V V
Response 0 - + + -
Catching small ball with no Prompt V V V V V 5 100%
bucket Response + + + + + 5
Conversation Question Game Prompt V V V V V V V V V V 9 90%
Response + + - + + + + + + + 10
Reading Comprehension “The Prompt V V V V V V V 4 57%
Snowman” Response 0 - - + + + + 7
Engagement “Spot It” and “Go Prompt V V V V V 5 100%
Fish” Response + + + + + 5
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: When we went on our home visit, Peter was very tired because he had a jog-a-thon at school in which he ran 14 laps. He was also distracted throughout the

intervention session because he was tired, and his brother was also in the living room watching a video, so he kept looking at that.
Impression:
In order to further Peter’s reading comprehension this week, we brought a reading passage for him called “The Snowman.” Before reading the
passage, we had Peter read the questions that were at the bottom of the passage so that he could think about those questions while reading the
passage. When he was done reading the passage, he had Ivy read the passage to him. Since Ivy was reading the passage to him, we told him that
he needed to listen very carefully to what she was saying so that he could answers the questions still at the end. One question that he answered
from the reading passage was, “What did Mya do after eating breakfast?” He answered by saying, “She got dressed and went outside.” The next
question that he answered was, “What did Mya use to make the snowman’s face?” He responded by saying, “She used raisins and carrots.” The
last question that he was asked was, “Who is Tim?” and he responded by saying, “Tim is her friend who isn’t very nice because he threw a
snowball at her.” The outcomes for his reading comprehension was that Peter was able to answer all the questions correctly even though he didn’t
read the passage himself.

In order to further Peter’s progression on catching a small ball, we started with having him catch a bigger sized ball in the bucket. This activity
was harder for him because he wasn’t moving the bucket in order to catch the ball. He stood in once place and didn’t move when the ball was
thrown to him. After a couple tries, he was able to catch the ball in the bucket. Once he was sufficient in that activity, we had him catch the
smaller ball with his hands. Peter was able to catch the small sized ball five times in a row on the first five tries without dropping it.

In order to further Peter’s progression with staying engaged in an activity, we let Peter decide what games we should play. He chose to have us
play the game “Spot It” and “Go Fish.” We played the game Spot It for two rounds and Peter remembered from previous intervention sessions that
he can’t take the middle card until he said what match he had out loud. During Go Fish, he also stayed engaged in it and he won both of the
rounds. This activity was successful because Peter stayed engaged in both the games without leaving the room.

Objective Description of Data and Observations:

In order to prompt Peter during this activity, we used verbal prompts. We used a lot more verbal prompts then normal this time because Peter
didn’t want to read the passage because he was too tired. We asked him multiple times to read at least one sentence, but he did not want to do that.
We then read the passage to him and used verbal prompts to ask him the questions that corresponded to the text. If he didn’t know the answer to
the question, we would use verbal prompts and state the question on a different way to help him answer the questions.

In order to prompt Peter during this activity, we used modeling and verbal prompts. Modeling was used to show Peter how to hold the bucket and
move it when the ball was being thrown to him. Modeling was also used to show him that when the ball is being thrown up high to him, that he
has to move the bucket up by his head to catch it. Verbal prompts were used to tell Peter how he should be watching the ball when it was being
thrown to him. For example, we would say, “Peter, your eyes have to stay on the ball so that you can see where it is going. If you take your eyes
off the ball, then you won’t be able to follow it and see where it is going to land.”

In order to prompt Peter during this activity, we used verbal prompts. We used verbal prompts before we played the game so that we all knew how
to play the game. We then used verbal prompts with Peter when it was his turn to make sure that he knew what he was doing. We observed that he
followed all the rules throughout the entire game and there was never a time when we had to remind him about the rules.
Assessment and Evaluation:
Peter was able to answer the questions that were related to the passage 100% of the time during our intervention session. His IEP goal is to answer
questions related to a kindergarten-grade level text 80% of the time. The prompting level was insufficient for Peter before reading the text because
he didn’t want to read any part of the passage. However, once we read the text to him, the verbal promptings were sufficient because he was able
to answer all the questions that corresponded to the text with 100% accuracy. The passage did not seem to be too difficult for Peter to read, but
since he was tired, he did not want to read it. As a team, Ivy and I both worked together in taking turns to ask Peter the questions. We also
communicated with his mom after Peter answered all the questions correctly because she didn’t know that he was able to just sit and listen to a
story and still be able to answer questions correctly. She was amazed at what he did which made us all very happy.

Peter was able to catch the ball in the bucket 38% of the time. He was able to catch the small ball 100% of the time. His IEP goal is to be able to
catch a small ball with his hands at least 80% of the time. Peter had difficulty catching the ball in the bucket because he was more focused on
spinning the ball in his bucket once he got it more then actually catching the ball in his bucket. This activity seemed to be insufficient for Peter
because he did not catch the ball in the bucket very much. However, when we moved on to having him catch the smaller ball with his hands, he
was very sufficient and caught it 100% of the time. He was using all his skills and prompts that we were giving him in order to help him catch it.
Ivy and I both participated in this activity by one of us taking the data and one of us throwing the ball to Peter. We also both used verbal prompts
to help Peter catch the ball. When communicating with his mom, she said that she has never seen him catch a small ball and that she was very
impressed with the skills that he is gaining from the intervention session.

Peter was able to stay engage in the game 100% of the time. His IEP goal is to be able to stay engaged in the activity without leaving the room for
10 minutes. This activity was very effective when working on his goals because he was able to stay engaged when playing the game with Ivy and
I. The verbal promptings that we used before we played the game worked very well. He was able to follow the rules thought the entire game
which lead us to play the game multiple times. This week, we worked well as a team being able to come up with different verbal prompts to use
with Peter while playing the game. While we are doing the game, one of us will be doing the verbal promptings with Peter while the other one is
staying engaged but also keeping the data on the activity. The activity was appropriate for Peter this week because he was able to choose what
game to play and it kept him engaged.

Plan:
For our next intervention session, we plan to continue to work on harder reading passages so that Peter learns to go back and look through the text
to find the answers if he doesn’t know them. Instead of having Peter respond to questions that are directly on the paper, we want to play our Roll
and Tell dice game with him. That way he gets different types of questions that are being asked instead of questions that come directly from the
text. We still want to model for Peter how to go back and look in the passage to find answers. We also want Peter to keep working on answering
the reading comprehension questions in full sentences rather than getting one-word responses.

For our next intervention session, we plan on still working on catching a small ball but instead of doing it inside, we want to play a catching game
with him outside. This will give us more room to move around and to be able throw the ball at further distances. We will continue to use verbal
prompts and modeling as necessary.
For our next intervention session, we want to choose a game that Peter isn’t that familiar with to see if he will stay engaged in the game if he isn’t
choosing it. We also want to work on being less intrusive with our prompts to see if Peter will be able to follow along with the rules. We want to
tell him the rules before every game we play so that he can work on them while we play.