Carianna Anderson

Professor Muller
SPED 412
29 November 2017
Lesson Plan- J A

Logistics

- J is uncomfortable with new activities that he doesn’t know

- J struggles to stay focused on the teacher
- When J is board or doesn’t want to follow through on a request he will
scream, yell, or cry and refuse.
- J doesn’t notice or pay attention to those around him.
- J only talks to staff that work directly with him.
- J will say he has to go to the bathroom or say that he is scared to avoid
requests.
- J is very vocal.
Objectives:

1. J will be able to demonstrate the sounds of speech represented by the all

the letters of the alphabet when shown a flash card with an upper case
letter. He will demonstrate both short and long sounds of vowels.
-80% accuracy in 3 of 4 trial periods (20 minutes)
Reinforcements- J will receive 20 minutes on the computer for
participating and attempting the sounds of each letter. If J refuses to
participate he will be reminded that he will not receive his 20 minutes of
computer time. He may also miss time at recess for refusing.
Time needed: 20 minutes at 4 times a week.
Materials needed: Alphabet flash cards and computer (positive
reinforcement)
Procedure: I will show one letter at a time and expect him to respond
with a sound. If he makes the wrong sound, I will correct it and then ask
him to give the sound. After responding correctly, J will receive praise. I
will give the letters in a random order.

2. J will transition smoothly between activities by following the teacher’s

directive, responding quietly, and willingly.
80% accuracy in 3 of 4 trials
Reinforcements- J will get to have 10 minutes of puzzle time after the
performing the task correctly in the R. Room. J will also receive praise.
Time needed: 10 minutes at 4 times each day.
Procedures:
When the teacher says, “It’s time for lunch” J will stand, push his chair in,
and line up with his peers. He will do this quietly while using personal
space in line. When J responds correctly he will be given praise and his
10-minute puzzle time after lunch. J will respond with in 30 seconds. If he
 fails to stand with in 10 seconds he will be prompted with an indirect
verbal and then a direct verbal if no response. If J forgets to tuck in his
chair he will be prompted with an indirect verbal followed by a direct
verbal if he fails to respond. If J does not perform quietly he will be given
an indirect verbal followed by a direct verbal.

-This objective will also be practiced with an activity change to ART and
Music. Each directive will be practiced in the classroom and then
practiced in the general education classroom.

When the whistle blows at recess J will stop what he is doing and walk or
run to line up. J will watch for others to keep personal space. If J does not
stop what he’s doing, walk or run to the line, keep personal space he will
get an indirect verbal followed by a direct verbal.

3. J will follow 2 step directions such as: “Use your pencil to write your
name on the paper” J will pick up his pencil and hold it correctly while
writing his name with out making comments or crying.
-80% accuracy of 3 out of 4 trials

Reinforcements- J will earn 20 minutes of computer time after completing

the task.

Materials Needed: Paper, Pencil, Desk and chair, and computer

Time: 30 minutes one time daily for four days

Procedure: J will be prompted to pick up his pencil and write his name. If
J correctly follows this 2-step task he will be rewarded with computer
time. If J refuses he will first be given an indirect verbal followed by a
direct verbal if he refuses after 30 seconds. He will be prompted with
physical guidance after 30 seconds of refusal. If he holds the pencil
incorrectly he will be prompted with a direct verbal while teacher models
how to hold pencil and then physical guidance after 1 minute of refusal. J
must also perform the task with out screaming, yelling or crying. He will
also be reminded of what he is working towards.

4. J will quietly demonstrate participation in class activity during a 1-hour

session with fewer than 15 verbal cues to work quietly.
-80% accuracy in 3 of 4 trials.

Reinforcements: J will earn 20 minute puzzle time for participating in the

class activity quietly and with less than 15 verbal to work quietly.

Time needed: 1 hour session 4 times a week.

 Procedures: J will participate in the current activity requested.
Reinforcements will follow for working quietly. During times of escalated
volume, J will first be prompted with a visual gesture, which will be
followed by an indirect verbal for the first 5 cues. After the first 5 cues, J
will be prompted with an indirect verbal followed by a direct verbal if he
continues to be loud. If he exceeds the 15 verbal cues he will lose recess
time, which will be spent practicing working quietly.

BASELINE DATA

1. Objective 1: J will be able to demonstrate the sounds of speech

represented by the all the letters of the alphabet when shown a flash card
with an upper case letter. He will demonstrate both short and long
sounds of vowels.
-80% accuracy in 3 of 4 trial periods (20 minutes)

J is able to perform the sound of every upper case letter. He was unable to
identify “L” and “W” and the sounds the long “E”, long “I”, long “O”, and
long” U” on the first round. Once given the letter, he could make the
sound. He was able to give the sounds of all lower case letters. When
asked to identify the lower case letters and make the sounds, he was
unable to identify lower case “d” and “j”, but once he was told the letter he
could make the sound.

2. Objective 2- J will transition smoothly between activities by following the

teacher’s directive, responding quietly, and willingly.
80% accuracy in 3 of 4 trials

Task Analysis:
Student: J
Teacher: Mrs. Anderson
Date: 19 September 2017

Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 6
2 Tuck in Chair Turned toward door without 3
tucking chair
3 Walk to the door Ran to the door 5
4 Line up behind another student Lined up 6
 5 Stand quietly until the line moves – Making noise and talking to 3
keep personal space himself
6 Follow the student in front of you Followed student out to hallway 6
7 Find your locker- the locker that says Found his locker 6
J
8 Open your locker Opened locker 6
9 Grab lunch box Grabbed lunch box 6
10 Walk to line Ran to line 3
11 Stand quietly in line-keep personal Making noise and bumping into 3
space student in front of him
12 Walk quietly behind the student in Walked quietly 6
front of you
13 Follow the line quietly into the lunch Stepped out of line and ran to the 3
room table
14 Sit down Sat down 6
15 Open lunch box Sat down and looked around 5
16 Take food out Took food out 6
17 Eat your food Ate his food 6
85

102 possible points- 85/102= 83%

Scoring:
1- Physical Assistance
2- Modeling skill
3- Direct Verbal
4- Indirect Verbal
5- Visual Gesture
6- Independent

3. Objective 3: J will follow 2 step directions such as: “Use your pencil to write your
name on the paper” J will pick up his pencil and hold it correctly while writing his
name with out making comments or crying.
-80% accuracy of 3 out of 4 trials
Task Analysis:
1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name
Scoring:
1- Physical Assistance
2- Modeling skill
3- Direct Verbal
4- Indirect Verbal
5- Visual Gesture
6- Independent

Total possible: 36- 23/36=64% accuracy

1. 4. Objective 4- J will quietly demonstrate participation in class activity

during a 1-hour session with fewer than 15 verbal cues to work quietly.
-80% accuracy in 3 of 4 trials.

1 hour of math activity in the classroom with peers

-8 verbal redirects – “Keep going”
-16 “Work quietly”
24 verbal redirect to participate quietly in an hour of a Math activity

Reflection:

I was very surprised at the baseline for Objective 1- J will be able to demonstrate the
sounds of speech represented by the all the letters of the alphabet when shown a
flash card with an upper case letter. He will demonstrate both short and long sounds
of vowels.-80% accuracy in 3 of 4 trial periods (20 minutes). J was asked to make
letter sounds the second week of school and was unable to do so. Last week his
general ed teacher started teaching “Zoo Phonics.” When I assessed him using the
alphabet flash cards he was able to give me every letter sound. He did say he
couldn’t identify the letters “L” and “W”, but was able to give the sounds one I told
him the letter. I used a random selection a second time and he was able to say all of
the sounds. I then used lower case and he was unable to identify “d” and “l”, but able
to give the letter sounds for both. I have seen great progress with students with
Level 3 Autism, but it was really exciting to see how quickly he learned all the “Zoo
Phonics” and was able to make the sounds. I believe he will reach this goal quickly.
Using task analysis, I was able to see the areas that J needs instruction in. For
Objective 2 with is making smooth transitions, I noticed that J struggles with being
quiet and walking to line. In Objective 3, J struggles with holding the pencil
correctly. It’s not that he doesn’t now how to write his name, he just doesn’t wan to
hold the pencil correctly. For Objective 4, I wasn’t real sure how to make an
assessment besides just counting the verbal directives in a hour session. I also
wasn’t sure if I needed to do a once a week lesson plan or a lesson plan that would
be a work in progress. I’m sure you will have some great feedback for me.

Logistics
 - J is uncomfortable with new activities that he doesn’t know
- J struggles to stay focused on the teacher
- When J is board or doesn’t want to follow through on a request he will
scream, yell, or cry and refuse.
- J doesn’t notice or pay attention to those around him.
- J only talks to staff that work directly with him.
- J will say he has to go to the bathroom or say that he is scared to avoid
requests.
- J is very vocal.

GOAL 1
J will be able to demonstrate the sounds of speech
represented by the all the letters of the alphabet
when shown a flash card with an upper case letter
100%. He will demonstrate both short and long
sounds of vowels 100%.
Objective1 -80% accuracy in 3 of 4 trial periods
(20 minutes) Reinforcements- J will receive 20
minutes on the computer for participating and
attempting the sounds of each letter. If J refuses to
participate, he will be reminded that he will not
receive his 20 minutes of computer time. He may
also miss time at recess for refusing.
Time needed: 20 minutes
Materials needed: Alphabet flash cards (Zoo
Phonics), sponge alphabet pieces, and computer
(positive reinforcement)
Procedure: I will show J one letter at a time and
expect him to respond with a sound. If he makes
the wrong sound, I will correct it and then ask him
to give the sound. After responding correctly, J will
receive praise. I will give the letters in a random
order.
10-3-17
Lesson 1: Goal 1
40 minutes
Objective 1: Identify all letters lower and upper
case: focus on letters- L, W, d, and j
Objective 2:
Long and short vowel sounds:
a,e,i,o,u
Refection of progress:
I presented the letters with flash cards in random
order. J was able to identify all capital letters
except “L” and “W” and all lower case except “d”
and “j” on the first trial with the alphabet flash
cards. After I identified these letters, he was able
to identify all of them during the remaining 3
trials using the alphabet flash cards. J was also
able to identify all long vowel sounds and sounds
of all the letters 4 out of 4 trials. He was able to
identify the short sounds for “e”, “i”, “o” and “u” 1
of the 4 trials. In the last trial he was able to give
me the short vowel sounds for all vowels. J really
enjoys saying his letters and sounds. It took very
little encouragement for him to perform. I made
sure to praise him every time and when he
couldn’t identify the letter or sound, I identified it
for him and he repeated after me. He did meet
and go above the objective I set for identifying
letters (88%). I will have one more lesson before
raising the percentage. He was very excited to
play on the computer.
10-17-17
Lesson 2: Goal 1
40 minutes
Objective 1: Identify all letters lower and upper
case: focus on letters- L, W, d, and j (3/4 trials at
80%)
Objective 2:
Long and short vowel sounds:
a,e,i,o,u (3/4 trials at 80%)
Reflection of Progress:
I presented the alphabet flash cards in random
order to J. He was able to identify all upper case
letter 4 out of 4 trials. He was able to identify all
lower case letters except “b”, “d”, and “j” 4 out of 4
trials. He was able to identify “b”, “d”, and “j” 3 of 4
trials. He is at 88% so I will raise his objective
percent to 90% in the next lesson. Again, J was
able to identify all long vowel sounds and sounds
of all the letters 4 out of 4 trials. J was able to
identify all short vowel sounds 2 of 4 trials, which
is improvement from the last lesson. He still
struggles with short “e”, “i”, “o”, and “u”. J was able
to identify short “a” 100% this lesson. He
continues to enjoy identifying letters and sounds. I
gave him plenty of praise and identified the letters
and sounds when he couldn’t. He always repeated
after me without prompting.
10-31-17
Lesson 3: Goal 1
40 minutes
Objective 1: Identify all letters lower and upper
case: focus on letters- L, W, d, and j (3/4 trials at
90%)
Objective 2:
Long and short vowel sounds:
a,e,i,o,u (3/4 trials at 80%)
Reflection of Progress:
This time instead of using the flash cards in
random order, I had J pick sponge letters out of a
bucket and identify them. He was able to identify
all upper case letters 4 of 4 trials-100%. He was
able to identify all lower case letters except “d”,
“j”, and “l” 3 of 4 trials. Once I identified the 3 he
missed, he was able to identify them on the last 3
trials at 100%. J was able to identify all short
vowels sounds 2 of 4 trials. He still struggles with
short “e”, “i”, “o”, and “u”. J was struggling a bit
with his behavior. I don’t think he was feeling
that great. He needed a little prompting (mostly
indirect prompts) to keep going today. He
needed some extra praise. I had to remind him
about the sticker and computer time.
11-14-17
Lesson 4: Goal 1
40 minutes
Objective 1: Identify all letters lower and upper
case: focus on letters- L, W, d, and j (3/4 trials at
90%)
Objective 2:
Long and short vowel sounds:
a,e,i,o,u (3/4 trials at 80%)
Reflection of Progress:
For this lesson I used the sponge letters again. I
want to make sure J can identify his letters on
different forms. It also changes up the activity and
keeps him fresh. He pulled out the upper case
letters in random order and identified them all
100% as the last 2 lessons. He was able to identify
all lower case letters except “j” 3 of 4 trials. This is
progress from the last lesson. Again, J was able to
identify all long vowel sounds and sounds of all the
letters 4 out of 4 trials. He was able to identify all
short vowel sounds except “o” and “u” 3 of 4 trials.
This is progress from before as he struggled with
“e” and “i” also. J was excited to work with me
today and needed very little prompting. I started
giving him a “high 5” as part of the praise. He got
very excited about it.
11-28-17
Lesson 5: Goal 1
40 minutes
Objective 1: Identify all letters lower and upper
case: focus on letters- L, W, d, and j (3/4 trials at
90%)
Objective 2:
Long and short vowel sounds:
a,e,i,o,u (3/4 trials at 80%)
Reflection of Progress:
For this lesson I used a puzzle for the upper case
letters. It was a floor puzzle that he had to find
the right letter to connect in order. He was 100%
accurate at finding the letters and identifying
them and their sounds except for the short “o”
and “u”. I really felt it was important to push J to
the next level and tying the identity and sounds
together. I used the flash cards to have him
identify the lower case letters. He identified them
4 of 4 trials. I feel that he has complete his goals
for lower case and upper case letters. I would
still continue to keep short vowel sounds as an
objective to a new goal. The new goal would be to
identify blend sounds such as: sh, st, sp, ch, wh,
br, fr, gr, th, etc. I also feel that he his ready to
start primary level sight words.
GOAL 2. 10-3-17
J will transition smoothly between activities by Lesson 1: Goal 2
following the teacher’s directive, responding 20 minutes
quietly, and willingly.
Obejetive-90% accuracy in 3 of 4 trials Process: Work with J during the 10 ten minutes
Reinforcements- J will get to have 10 minutes before lunchtime and during lunchtime.
of puzzle time after the performing the task
correctly in the R. Room. J will also receive a Reflection of Progress:
sticker on his chart and praise. J went down in score from an 83% to an 86%.
Time needed: 10 minutes (88/102 points) He improved in more areas than he
Procedures: scored lower. He was able to walk to the door and
When the teacher says, “It’s time for lunch” J stand quietly without prompting. He did struggle to
will stand, push his chair in, and line up with eat his food and needed direct prompting. J was able
his peers. He will do this quietly while using to play with puzzles after lunch for completing the
personal space in line. When J responds tasks without refusal.
correctly, he will be given praise and his 10-
minute puzzle time after lunch. J will respond
within 30 seconds. If he fails to stand within 10
seconds, he will be prompted with an indirect
verbal and then a direct verbal if no response.
If J forgets to tuck in his chair, he will be
prompted with an indirect verbal followed by a
direct verbal if he fails to respond. If J does not
perform quietly, he will be given an indirect
verbal followed by a direct verbal.
10-17-17
Lesson 2: Goal 2
20 minutes
Process: Work with J during the 10 ten minutes
before lunchtime and during lunchtime.
Reflection of Progress:
J had a hard time with his impulse control. He
was constantly talking and whining to himself.
When given the prompt to line of for lunch he
went to the door and then refused to tuck in his
chair. I walked him over to the chair by this
hand and prompted him to tuck in his chair. I
reminded him about his puzzle time if he was
able to follow directions and get ready for
lunch. He eventually shoved his chair under the
table and then lined up. He struggled to stay in
line as we entered the lunchroom and then
refused to eat what was in his lunch box. He
just kept say “No”. He did not earn his puzzle
time. He scored 75/102 with a 66%.
11-14-17
Lesson 4: Goal 2
20 minutes
Process: Work with J during the 10 ten minutes
before lunchtime and during lunchtime.
Reflection of Progress:
10-31-17
Lesson 3: Goal 2
20 minutes
Process: Work with J during the 10 ten minutes
before lunchtime and during lunchtime.
Reflection of Progress:
J did much better today. He still had to be redirected
when he was talking and using an excited voice. He
also for got to shut his locker, but quickly closed it
when prompted. However he was able to complete
more steps independently with out prompting. I did
notice that J stays quieter if I wait to praise him
when we get to the lunchroom. If I praise him within
the line he gets excited and has a hard time keeping
quietly. He scored 85/102 with an 83%, which is the
same as his baseline score.
11-28-17
Lesson 5: Goal 2
20 minutes
Process: Work with J during the 10 ten minutes
before lunchtime and during lunchtime.
Reflection of Progress:
10/3/17-Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 5
2 Tuck in Chair Turned toward door without 3
tucking chair
3 Walk to the door 6
4 Line up behind another student 6
5 Stand quietly until the line moves – 6
keep personal space
6 Follow the student in front of you 6
7 Find your locker- the locker that says 6
J
8 Open your locker 6
9 Grab lunch box 6
10 Walk to line 6
11 Stand quietly in line-keep personal Making noise and bumping into 3
space student in front of him
12 Walk quietly behind the student in Walked quietly but bumped into a 5
front of you peer
13 Follow the line quietly into the lunch Stepped out of line talking and 3
room walked to the table
14 Sit down Sat down 6
15 Open lunch box Sat down and looked around 5
16 Take food out Took food out 6
17 Eat your food Ate his food 6
88

102 possible points- 88/102= 88%

Scoring:
1- Physical Assistance
2- Modeling skill
3- Direct Verbal
4- Indirect Verbal
5- Visual Gesture
6- Independent

10/17/17 Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 6
 2 Tuck in Chair Lined up and refused to go back 1
and tuck chair in- He walked over
and still refused to tuck chair in
3 Walk to the door Ran to the door 3
4 Line up behind another student Lined up 6
5 Stand quietly until the line moves – Making noise and talking to 3
keep personal space himself-whining
6 Follow the student in front of you Followed student out to hallway 6
7 Find your locker- the locker that says Found his locker 6
J
8 Open your locker Opened locker 6
9 Grab lunch box Grabbed lunch box 6
10 Walk to line Ran to line 3
11 Stand quietly in line-keep personal Making noise and bumping into 3
space student in front of him
12 Walk quietly behind the student in Constantly making noise, stepping 3
front of you out of line
13 Follow the line quietly into the lunch Stepped out of line and ran to the 3
room table
14 Sit down Sat down 6
15 Open lunch box Sat down and looked around 5
16 Take food out Took food out 6
17 Eat your food Refused to eat his food- Didn’t like 3
what he had
75

102 possible points- 75/102= 66%

10/31/17 Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 6
2 Tuck in Chair Turned toward door without 4
tucking chair
3 Walk to the door Yelling excitedly as he walked to 4
the door
4 Line up behind another student Lined up 6
5 Stand quietly until the line moves – Making noise and talking to 3
keep personal space himself-whining
6 Follow the student in front of you Followed student out to hallway 6
7 Find your locker- the locker that says Found his locker 6
J
8 Open your locker Opened locker 6
9 Grab lunch box Grabbed lunch box 6
 10 Walk to line Forgot to close locker and ran to 3
line
11 Stand quietly in line-keep personal Making noise and bumping into 3
space student in front of him
12 Walk quietly behind the student in Walked quietly 6
front of you
13 Follow the line quietly into the lunch Touching the walls as we walked 4
room by
14 Sit down Sat down 6
15 Open lunch box Sat down and reached for a peers 5
food
16 Take food out Took food out 6
17 Eat your food Talking while eating his food 5
slowly
85

102 possible points- 85/102= 83%

11/14/17 Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 6
2 Tuck in Chair Tucked chair in part way 5
3 Walk to the door walked to the door quietly 6
4 Line up behind another student Lined up 6
5 Stand quietly until the line moves – Making noise and talking to 3
keep personal space himself
6 Follow the student in front of you Followed student out to hallway 6
7 Find your locker- the locker that says Found his locker 6
J
8 Open your locker Opened locker 6
9 Grab lunch box Grabbed lunch box 6
10 Walk to line Ran to line 6
11 Stand quietly in line-keep personal Making noise and bumping into 3
space student in front of him
12 Walk quietly behind the student in Walked quietly mostly 5
front of you
13 Follow the line quietly into the lunch Stepped out of line and walked to 4
room the table
14 Sit down Sat down 6
15 Open lunch box Opened box right away 6
16 Take food out Took food out 6
17 Eat your food Ate his food 6
 92

102 possible points- 92/102= 90%

11/28/17 Natural Prompt: Teacher says its time for lunch.

Step Skill Notes Score

1 Stand up Stood up after prompt 6
2 Tuck in Chair Turned toward door without 6
tucking chair
3 Walk to the door Ran to the door 5
4 Line up behind another student Lined up 6
5 Stand quietly until the line moves – Making noise and talking to 4
keep personal space himself
6 Follow the student in front of you Followed student out to hallway 6
7 Find your locker- the locker that says Found his locker 6
J
8 Open your locker Opened locker 6
9 Grab lunch box Grabbed lunch box 6
10 Walk to line Ran to line 5
11 Stand quietly in line-keep personal Making noise and bumping into 4
space student in front of him
12 Walk quietly behind the student in Walked quietly 6
front of you
13 Follow the line quietly into the lunch Stepped out of line and ran to the 6
room table
14 Sit down Sat down 6
15 Open lunch box Sat down and looked around 4
16 Take food out Took food out 6
17 Eat your food Ate his food 6
94

102 possible points- 94/102= 92%

3. J will follow 2 step directions such as: “Use Lesson 1:

your pencil to write your name on the paper” 50 minutes
J will pick up his pencil and hold it correctly
while writing his name without making Process:
comments or crying. Progress:
-80% accuracy of 3 out of 4 trials
Reinforcements- J will earn 20 minutes of
computer time after completing the task.
Materials Needed: Alphabet chart, Paper,
Pencil, Desk and chair. Sticker for chart and
computer for positive reinforcement
Time: 20 minutes daily
Procedure: J will prompted to pick up his
pencil and write his name. If J correctly
follows this 2-step task he will be rewarded
with computer time. If J refuses, he will first
be given an indirect verbal followed by a
direct verbal if he refuses after 30 seconds.
He will be prompted with physical guidance
after 30 seconds of refusal. If he holds the
pencil incorrectly, he will be prompted with a
direct verbal while teacher models how to
hold pencil and then physical guidance after 1
minute of refusal. J must also perform the task
with out screaming, yelling or crying. He will
also be reminded of what he is working
towards.

Task Analysis: Write your name. 10/3/17

1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name
Scoring:
1- Physical Assistance
2- Modeling skill
3- Direct Verbal
4- Indirect Verbal
5- Visual Gesture
6- Independent

Task Analysis: Write your name 10/17/17

1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
 the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name
Task Analysis: Write your name. 10/31/17
1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name

Task Analysis: Write your name. 11/14/17

1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name

Task Analysis: Write your name. 11/28/17

1 Pick up pencil with correct writing 6
hand
2 Hold pencil-using tips of fingers at Does not want to hold pencil 1
the base of the pencil where the correctly and begins to cry and make
lead is. noise
3 Put pencil on paper 6
4 Write each letter of student’s name Needed direct verbal 3
5 Use upper case letter for first name Needed direct verbal 3
6 Use lower case letters for the Needed indirect verbal 4
remainder of name
4. J will quietly demonstrate participation in
class activity during a 1-hour session with
fewer than 15 verbal cues to work quietly.
Objective -80% accuracy in 3 of 4 trials.
Reinforcements: J will earn 15 minute puzzle
time for participating in the class activity
quietly and with less than 15 verbal to work
quietly.
Time needed: 1 hour session
Procedures: J will participate in the current
activity requested. Reinforcements will follow
for working quietly. During times of escalated
volume, J will first be prompted with a visual
gesture, which will be followed by an indirect
verbal for the first 5 cues. After the first 5
cues, J will be prompted with an indirect
verbal followed by a direct verbal if he
continues to be loud. If he exceeds the 15
verbal cues, he will lose recess time, which
will be spent practicing working quietly.