Data Collection Form #6 Submitted by: Rae Miller Date: 3/3/2017

Childs Name: Cameron Dalling

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria
1. Cameron will use a verbal Prompt S S/I I I V S S S S S/Y S - -
approximation to request food. Response + + + + + + + + + + + 11/11 0%
2. Cameron will sign for ball, Prompt V/m V/m V/m V/m V/m - -
or go to participate in the Response + + + >/+ + 4/5 0%
game.
Prompt
Response
Prompt
Response
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: Y=yell. Cameron worked on his goal to say eat while sitting in the living room on the floor playing games with my partner and I including

the head, toes, tummy, imitation game, and the ball or go game with the slide where he was prompted to sign for ball, or go to either have
my partner roll the ball, or the car down the slide. Cameron was hungry (it as right before lunch,) which most likely contributed to him saying eat

spontaneously so many times.

Impression:
Cameron performed better on making a verbal approximation eat to request food than in any other intervention session. It was encouraging to
see that Cameron said eat spontaneously, because it showed that he is acting more independently, and that the word eat has meaning to him. I
think that he performed especially well on this goal during this session because it was right before lunch, and because he was extra hungry and
motivated. This supports my previous conviction that goals should be worked on in context. Because Cameron was so hungry, we did not have as
much time to work on signing go and ball, but Cameron still had success in signing both signs with a few trials, indicating that he is ready for
something more challenging.

Objective Description of Data and Observations:

1. Description of prompts used: I (visual) = we silently held up a cracker for Cameron to see. V (verbal) = say eat, S (spontaneous) = Cameron
said a verbal approximation for eat without seeing a cracker, or being prompted to say eat in any way. He consistently smiled when he was
given a cracker. This activity was more of something we observed during the entire visit during all activities rather than its own activity.
2. Description of prompts used: V/m = we said ball or go while modeling the signs for each. Although not recorded, we also gave a visual
prompt by holding a ball and a car (for go) at the top of the slide so that Cameron, who was sitting at the end of the slide facing towards us.
When we started the activity, Cameron signed both signs, then signed for ball again. Once the ball was rolled down the slide toward him, we
then prompted him to sign go for the car using the V/m prompt. Cameron signed for go on his first attempt, only after a few seconds pause.
Cameron successfully used both signs, except for once when he did a snapping-like motion instead of the sign for ball (his siblings had recently
taught him how to snap his fingers). His facial expression stayed fairly neutral all throughout the game, and he got distracted a few times by
saying eat to request food.

Assessment and Evaluation:

I think that Cameron was so successful on saying eat, and said it spontaneously so many times because he was so hungry, and because it was
right before lunch. He was highly motivated to make this request. I think that he had success with the ball/go game because we modeled both
actions for him each time, and because his family practiced it with him throughout the week. I think that Cameron is reaching mastery of the eat
goal, because we had success with the least intrusive prompt. I think that our team did well at using the least intrusive prompts, and helping
Cameron act more independently. Our activities are no longer challenging enough for him, and I think they should now change to focus on ball
and go, and maybe even saying them.

Plan:
Next time, our goal will be for Cameron to say, or approximate the words ball, and go. We will start by using verbal models (i.e. say ball)
and by touching by his mouth to help him understand that we want him to use his mouth to tell us. We will continue to use the activity of rolling
the ball and the car down the slide according to Camerons requests, but responding to verbal requests instead of signs.