Data Collection Form #1 Submitted by: Breanne Date: 10/28/2020

Child’s Name: BrynnLe Larsen

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria

BrynnLe will hold the scissors Prompt DV Au DV M

correctly. Response + + + + 4/4 100%
BrynnLe will cut out the given Prompt DV Au DV Au DV Au DV
shapes. Response + + + + r 0 r 4/7 57%
BrynnLe will color the shapes. Prompt DV DV IP DV TP DV FPA
Response + + 0 - r - + 3/7 42%
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompting Key: G= Gesture M= Model I= Visual IP= Indirect Prompt or Verbal Indirect DV= Direct Prompt/Verbal au=pause TP=
Tactile Prompt PPA= Partial Physical Assist FPA= Full Physical Assist JAR=Joint Action Routine
Response Key: 0 =No Response r=refusal IN = Incorrect < = Approximation > = Close Approximation + = Target Observed S=
Spontaneous

Notes: BrynnLe participated in the cutting out her pumpkin, the top of the pumpkin, the smile, and the eyes of her pumpkin. When it came time to draw/glue on the different

pieces of the pumpkins face, she refused by getting out of her chair and going to see where her mom was instead. BrynnLe’s brother Cameron, did step in and help BrynnLe try to

color her pumpkin. BrynnLe often said the words, “help” and “don’t want to” during this activity. BrynnLe participated in the activity at first, however it went very fast because

she did not want to stay on task and continue. We did not get all the trials we had wanted to this time around.
Impression: I thought the beginning of the intervention was good because BrynnLe had come and sit down with us at the table, already using my
scissors I had brought to cut out the pumpkin shape. Her mom came over with BrynnLe’s special scissors and BrynnLe used those instead and
held them correctly. She grabbed the piece of paper and started to cut out the pumpkin shape. She continued to cut out the different shapes. When
BrynnLe’s mom came over she cut out the set of eyes BrynnLe wanted, so BrynnLe did not have to hold the whole paper in her hand and cut at
the same time. As the activity went on though, we asked BrynnLe to glue on the pumpkins face and top but BrynnLe ran to see where her mom
was instead. When we asked her to color her pumpkin, she ran away to her mom again. BrynnLe also was playing the iPad before we had gotten
to her house and asked her mom about the iPad several times throughout the activity. BrynnLe also mentioned several times about going outside
to play, and my partner and I explained to BrynnLe that we would go outside to play after she glued the pieces of her pumpkin on and colored it a
little bit.

Objective Description of Data and Observations: BrynnLe sat down at the table with the interventionist. The interventionist explained to BrynnLe
that they brought different cut outs to make a pumpkin/pumpkin face. BrynnLe grabbed one the interventionists scissors and started to cut the
pumpkin out. BrynnLe’s mom came over and said, “Here BrynnLe use these scissors instead.” BrynnLe showed the interventionists her scissors
by holding them up and started to cut the pumpkin out. The interventionists explained to BrynnLe to cut on the black line or the closest that she
could to the black line. As BrynnLe cut out the pumpkin the interventionists observed she cut the black line off and cut all over instead but still got
a pumpkin shape out of it. BrynnLe held up her pumpkin shape and said, “Done!” The interventionists explained to BrynnLe that there is still the
top of the pumpkin to cut out, the eyes and the smile. BrynnLe cut the top of the pumpkin out because her mom was standing right beside her and
asked to her to a couple times. BrynnLe did it and left the table. BrynnLe’s mom went after her and brought her back to the table. The
interventionists asked BrynnLe what smiley face she wanted to cut out for the pumpkin. BrynnLe kept asking either for the iPad or to go outside
and play. The interventionist explained to BrynnLe that they could all go outside once BrynnLe had cut out the pieces, glued them on and colored
a little bit of the pumpkin. BrynnLe cut out the pieces, when it came to the gluing part BrynnLe said, “Help.” One interventionist held down the
paper as BrynnLe put glue on it. After BrynnLe was done she put it where she wanted on the pumpkin. The interventionist did this with all four
cut out pieces. Then when it came time to color the pumpkin BrynnLe colored one part of the pumpkin by scribbling on the page and then got up
and left the table. Her brother Cameron brought BrynnLe back over and told her to keep coloring the pumpkin. BrynnLe sat there and stared at the
picture but was not responsive. Cameron picked up a crayon and put it in BrynnLe’s hand. BrynnLe did not move her hand and just said the word,
“help.” The interventionist helped BrynnLe by putting her hand over BrynnLe’s and coloring the pumpkin. After that the interventionists went
outside to play with BrynnLe.

Assessment and Evaluation: For this activity we had printed out pumpkins and different faces that you could put on the pumpkin. As a team we
thought this would be an appropriate activity because it had to do with BrynnLe’s IEP goal for fine motor which is to cut using her specialized
scissors within a ¼ inch of a line 90% of the time. The goal/objective was for BrynnLe to cut out the given shapes. At the very beginning this is
what BrynnLe did. She cut out the pumpkin by herself, then when we asked her, “BrynnLe look! Here is the top of the pumpkin. Will you cut that
out as well?” she hesitated at first and mentioned to her mom several times about playing the iPad. Her mom explained to her that she needed to
do this first. BrynnLe then grabbed the paper and cut out the top of the pumpkin. At the very end of cutting she said, “help” as she turned to me. I
grabbed the paper and cut the rest of it out. As a team, we did well and asked BrynnLe questions as well as gave her prompts on what to do next.
Even BrynnLe’s mom assisted BrynnLe during this activity by cutting just the eyes that BrynnLe had wanted for her pumpkin that way BrynnLe
was not holding the whole sheet of paper while cutting out the eyes. was asked to cut out the top of the pumpkin which she did as well. Perhaps
the prompts that we gave as a team were too intrusive. Instead of asking BrynnLe to do step after step we could have just observed her to see what
she wanted to do.

Plan: For the next session, our target is for BrynnLe to cut out the given shapes and stay focused on the task at hand for 3-5 minutes. We plan to
use easy shapes for BrynnLe to cut out. Such as circles, squares, and triangles. On each cut out there will be a simple subtraction problem that
BrynnLe will have to find the answer to. Once she does, she will look for the answer that is written on the shapes in front of her and place the
shape she cut out on top or next to the answer. The prompting I will use in the next session will be a direct prompt as I ask BrynnLe to cut out the
shapes and then match them to the numbers on the shapes in front of her.