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

June 4, 2018

Child’s Name: George Smith

Prompts and Responses Respo %

Goal/Objective nse/Pr Corr
ompt ect
Ratio base
d on
IEP
Crite
ria
Push button for “more Prompt M V IP TP IP Pau Pr V IP Pr MF Pau S 5 38
tambourine” Response + - - + - - + _- - - - + + 13
Push button for “more Prompt M TP IP IP Pau Pr V Pr Pau Fixed S Pau S
tambourine” OR “more sticks” Response + - - - - - - - +t button +t +s +t
(Continued) Prompt V Pau S V S 9 50
Response - +t +t +t +s 18
Push button when tambourine Prompt V Pa V V Req V pa 3 42
was requested (IEP) Response -s +t +t - St - +t 7
Push button when sticks were Prompt V V Pau Pr S Req V V TP Pr Req V S
requested (IEP) Response -t - - +s -t Tam -t - - -t Tam +s -t
Prompt V Pau Vis Pr TP Vis SB Pau S 2 1
Response - - - - - - - +s -t 22
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompting Key: SB=shake button M= Model Vis=Visual IP= Indirect prompt (Verbal) V= Verbal TP = Tactile Prompt P= Full
Physical S = Spontaneous pau=pause pr=praise
Response Key: - =No Response - (t/s)= Incorrect > = Approximation + = Target Observed t=tambourine s=sticks

Notes:

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

-- Today the child did not use the buttons as much as she had the other two days. Also, he did not vocalize during our piano activity like she had the other day.

--While requesting buttons, the mother said he really likes praise.

Impression:
This week’s intervention session 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. However, we used “more” and “change the toy” at the same time.

Objective Description of Data and Observations:

This week we started with one button which said “more tambourine.” He then pressed the button which shook the tambourine. The prompts used
to help her to push the button were modeling, verbal prompts, praise, and tactile prompts. He pushed the button 5 out of 13 times. Pausing, tactile
prompt, and praise were the prompts given when he reached the target. This activity was designed to help him get used to where the tambourine
button was.
We then added “more sticks” and let him decide which button he wanted to push. Two types of verbal prompts were used. The first is a verbal
prompts (V) indicating that a question was asked to him such as, “Do you want more?” the second, Indirect prompt (IP) indicating that a question
was not asked but something was said to guide him to the buttons. “Let us know” was an example of a indirect verbal prompt. He pressed a
button 9 out of 18 times. Pausing and spontaneous (or no promptings) resulted in her pressing the button mot often.
After giving him lots of practice to press the buttons of his choice and get used to where the buttons were placed, we requested a certain item. We
started asking for sticks and would switched off between sticks and tambourine. (This is indicated on the data sheet when it says ‘req tam’ or ‘req
st’). We asked him for the tambourine a total of 7 times which she reached the target 3 times. We requested the sticks a total of 22 times and he
reached the target 2 times.

Assessment and Evaluation:

Overall today was not the best button day. When we arrived we asked the mother how she was doing today and she said she was tired. We later
found out that her husband went out of town on Saturday and would be gone for a week. This means that she has more responsibilities when
taking care of George such as staying up late and waking up early. This may be part of the reason that George was not as responsive. Having her
husband gone is probably hard for both of them. According to the data, there were a few times in a row where he was not pressing any button
when asked to press the sticks button. Instead of continuing less intrusive prompts, it may have been more beneficial to have used a full physical
assist. Even though he was not prompted to press the tambourine as much as the sticks his overall percentage was higher for the tambourine than
the sticks. It cannot be determined if he preferred the sticks over the tambourine or if his hand for the tambourine (right hand) was more active
than her left hand that day. In order to gain more data on this the buttons could have been switched or another activity such as the squeaky toy
could have replaced the sticks because he enjoys the squeaky toy. The interventionists did well at pausing and giving him time to respond. They
also used a variety of prompts even though they could have used full physical assist more.

Plan:
Target: For next week we will keep the same target but give him more of an equal amount of requests for each toy.
Engage: We will use the squeaky toy as a choice.
Prompt: We will use more full physical assists.
Response: It might help if we coordinated our key for the data collection form to keep data more consistent.