Professional Documents
Culture Documents
station and once both stations have been visited, they will be allowed to move to the play
area where NET information will be recorded as they play by another para.
V. Materials and Equipment:
a. Data Sheets-individualized for each student and for the different stations
b. Pen
c. Chart to help identify percentages of accuracy
d. Materials (for both easy tasks and to meet weekly goals, such as puzzles, picture cards,
button/snap/zip boards, paper, scissors, and markers, etc.)
e. Reinforcers (to be used as needed)
VI. Assessment/Evaluation:
a. Informal assessment (Ongoing assessment) will be done throughout the lesson as the
student works. Each goal should be attempted 10 times within the allotted time and a
percentage of accuracy is recorded to assess how the student is doing with the newly
taught skill.
b. A student must meet the goal at least 80% of the time for 3 consecutive days to be
considered a learned skill. Once the student meets this, the skill is placed into their
maintenance skills and is re-evaluated twice during the month to ensure that it is
being maintained.
VII. Accommodations or Modifications needed for students with disabilities or ESOL:
a. For students having difficulty with a new skill, teacher will always prompt and
maneuver so that the student chooses the correct response. Reiterating the correct
response and making sure that the student is able to repeat the correct response prior
to moving on to another trial of a different skill.
b. If a student is having difficulty with the number of items in the field, the items may
be reduced to a smaller number until they have a better grasp on the new skill. The
field will increase as the student is able to handle additional choices.
c. If a student is having difficulty focusing on what is being taught, reinforcers may be
used. This will begin with adding in simple tasks to get them back into participating
and/or cooperating. If this does not work, an actual promise reinforcer may be used,
such as cookies or a toy.
d. An additional accommodation that may be made will be the blocking of the area so
that the student is not distracted by what else is occurring within the room.
VIII. Technology:
a. There will not be any technology used for this particular lesson. All of this is able to
be done on and with paper, picture cards, scissors, button/snap boards, play-doh and
puzzles.
IX: Self-Assessment:
a. I will look back and consider what I observed happening during the session. I will ask
myself if I think that this approach worked for my students. Do I feel like the
students learned more of the skills and knowledge that they will need to continue to
be successful in school and in their life? Were they able to complete this lesson
independently or with minimal assistance? I will make changes to the layout of this
lesson once I have answered these questions.
Station 1: (to be completed with Para)
Adam- matching a picture of a dog, tacting for eyes, self-help skills (take off coat with minimala
prompts), building a tower with a minimum of 5 blocks, receptively touching his nose
Jack- tacting about specific animal characteristics (how does a horse run and tell me about an
ostrichs neck), identifying the color brown and the letter /A/, identifying a written letter /A/ in a
field of 4
Sahir- self-help skills (snapping), intraverbal (A, B, __) with Sahir filling in letter /C/, using
scissors appropriately to cut a 3 line, tacting counting to 5, labeling chicken nuggets verbally
Madison- tacting counting to 20 (rote), self-help skills (button), tacting about community helpers
jobs, receptively answering the question of how old she is
Seven- self-help skills (zipping up coat independently), tacting for community helper jobs
(doctor and mailman), tacting to describe where the boy is (preposition-in front of), tacting to
determine how many of an item (will vary up to 10)