Rachel Freedman 4/23/13 Phase 2 Instructional Program #1 Reflection Results During baseline, C stayed fairly consistent counting numbers

6-10. She got either 2 or 3 of the quantities correct. Throughout instruction, the trend is not consistent. Depending on the day, C could get 0 or 5 correct. There was no consistent trend throughout the assessment data. However, the instructional data has remained fairly consistent. For the last three weeks of instruction, C consistently got at least 4 of the 6 quantities correct and reached 100% twice during instruction. Discussion Overall, I believe that this program was fairly effective. I did not reach my objective of 100% accuracy over 5/5 consecutive trials, but Cs accuracy did increase over the course of instruction. This skill has been instructed for years with only some progress, so any extra progress is great. Throughout instruction, I changed the materials used. Originally I started out with money to create the quantities, but after awhile C got bored and started losing progress. Because of this, I changed the materials to some pebbles that C likes to touch. Also, after speaking with my cooperating teacher, I started doing more active activities like clapping and jumping jacks. By doing this, C started paying more attention to the sequence and ending numbers and her accuracy increased dramatically and she reached her first ever 100% accuracy while clapping. Another

thing I changed was my prompting. During the section labeled 1 on the graph, I started saying the number before C started counting. For example, if she had to make a quantity of 7, she would count the Touch Math points and then I would say 7! Also, during the section labeled 2 on the graph, I started saying 7! before and after C created the quantity. This helped C remember the number that she was supposed to create and helped to cement in her mind that the number she just made was 7. The materials that contributed to the programs success were the board games. C like to play board games, so introducing those in the instructional setting helped her generalize the skill of counting. The games we frequently played were Sorry and Trouble. In these games, she had to use her counting skills to move around the board to get to the home. Some things that could have hindered success was Cs lack of active engagement on my part. Originally, I wanted to use the same materials to keep the data reliable, however, C got bored, and rightfully so. Because of this, progress could have slowed and been inconsistent because C was not engaged in the activity because the materials were not exciting or interesting to her. In the future, I would try and create more active and engaging activities such as a class job in which she had to count specific quantities and other activities of this nature. This would make the activity of counting more meaningful and would help her potentially generalize this skill to a job in the future.