Data Collection Form #1 Submitted by: Sarah Wade Date: Mon.

June 4, 2018

Child’s Name: Anna Carter

Prompts and Responses Respo % Correct

Goal/Objective nse/Pr based on
ompt IEP
Ratio Criteria
Push button for “more Prompt M Pr pau TP SB Pau Moved Pau Pau S 6 60%
tambourine” Response + + - - + - Forward _+ + + 10
Push button for “more Prompt M V Pau Pau Pau Pr Pau Pau S 7
tambourine” OR “more sticks” Response + > - +S + +S +T +S&t +s&t 9
Push button when tambourine Prompt V V SS Pau Pau
was requested Response + + -t - -t 5
Push button when sticks were Prompt V Pau Pr S V/tp S V Pau v/tp SB 3 30%
requested Response -t + + -t + -t - - - -? 10
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompting Key: SB=shake button M= Model I= Visual VI= Verbal Indirect V= Verbal p = Partial Physical P= Full Physical
Response Key: - =No Response IN = Incorrect > = Approximation +/> = Close Approximation + = Target Observed S = Spontaneous

Notes:

--Katrina told us that her husband Neil has been out of town since Saturday so she has been up super late at night and up early in the morning. .

-- Today Anna did not use the buttons as much as she had the other two days. Also, Anna did not vocalize during our piano activity like she had the other day.
Impression:
This week’s intervention session went was a great example of how every intervention session is different because of the child. Some days the
child will be more responsive than other days. We did the same activities as before and tried to scaffold the activities to better help her get used to
using three buttons. We decided not to use three buttons today because she was not as responsive to the buttons today as other days. We still did
use the “change the toy button” to get her used to what the button means.

Objective Description of Data and Observations:

This week we started with one buttons which said “more tambourine” Anna then pressed the button which shook the tambourine. The prompts
used to help her to push a button were modeling, verbal prompts, praise, tactile prompts, and full physical assist prompts. She pushed a button 6
out of 10 times. Pausing was the prompt that resulted most in the target (2 of 6). This activity was designed to help her get used to where the
tambourine button were. We then

Assessment and Evaluation:

Plan: