Data Collection Form #5 Submitted by: Ivy Darger Date: March 19, 2019

Child’s Name: Paul

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria

Catching a bean bag Prompt V V V V M V V 6 85%

Response + + + + + - + 7
Catching a bigger ball Prompt V V V M V V V V V V V 9 60%
Response - - - - + - + + + - + 15
Prompt V V V V
Response + + + +
Catching a smaller ball Prompt V V V V V V V V V V V 8 72%
Response - - + + - + + + + + + 11
“Would you rather” game Prompt M V V V V V V V V V V 9 64%
Response + - + - + - - + - + + 14
Prompt V V V V
Response + + + -
Reading comprehension “Great Prompt V V V V V V V 3 43%
White Shark” Response + + - - - - + 7
Engagement Prompt V V V 3 100%
Response + + + 3
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: Every time we come over Paul seems really excited to see us. This time was no exception. Even though we did activities that were more difficult for him, he still stayed

interested in the activities. Last week when Brother Allen observed our visit, he suggested we work on helping Paul identify body language of others. We had an activity that

showed a picture of someone and asked Paul to identify the emotion that the person was feeling. His mom also did a role-playing activity with him where she would pretend she

was a certain emotion and would ask Paul to come tell her something to make her feel better.
Impression:
In order to help Paul develop the skills necessary to catch a small ball, we first had him catch a bean bag. We did an activity similar to this last
week, so in order to change it a little we had him catch it with one hand. Once we observed that he was able to catch the bean bag, we decided to
move to something a little more difficult. We used a ball that was about the size of Paul’s hands and had him catch the ball on a bounce. This
activity proved to be more difficult for him. Then, we switched to having him catch a smaller ball. We bounced it to him sometimes and other
times threw it so he had to catch it overhand. This activity was more difficult for him. We also observed that he has difficulty catching a ball
when he has to move to retrieve it.
In order to help Paul with his reading comprehension skills, we read a short passage called “Great White Shark.” We first read the questions
that we wanted to ask him about the passage. Then, we read the passage. He said it was very long and wanted us to read it to him. We had him
read half the passage and then I read the other half. Then we asked the questions again about what happened during the story and asked him to
give the answer. For example, we asked the question “How do great white sharks hide from predators?” He answered the question by saying “it
hides a lot.” Another question we asked was “How are humans harmful to great white sharks?” he answered the question by saying “toys.” In
order to determine what he gathered from the passage, we asked him “What do you remember about the reading about great white sharks?” He
responded to this by saying “They eat a lot of yucky stuff.”
In order to help Paul with his ability to answer questions related to a topic, we played “Would you rather?” I brought cards that had a variety of
“would you rather…” questions for us to answer with Paul. We took turns answering the questions. We modeled for Paul how to answer the
questions and told him he would need to give his reasoning after stating his answer. For example, one question we asked was “Would you rather
be a bug or a jellyfish for a day?” and he said “Nothing.” When asked “Would you rather live on a ship or live on a plan?” he responded with
“Nothing.” When asked “Would you rather be trapped in a fish tank or a snow globe?” he responded by saying “A snow globe.”

Objective Description of Data and Observations:

In order to prompt Paul during the catching activity, we used modeling and verbal prompts. The modeling prompts we used involved showing
Paul how to move his hands. I tossed the ball to Haley and had her catch it and explain to him what to do in order to catch it. The verbal prompts
we used were prompts such as “Move your hands up,” or “Put your hands together.”
In order to prompt Paul during the reading comprehension activity, we gave him only verbal prompts. We asked him questions and then
repeated the questions if needed. For example, when asking the question “How do great white sharks hide from predators?” he did not give an
answer. We then asked him the question again and told him to look at the passage in order to help him remember.
In order to prompt Paul during the would you rather activity, we used verbal prompts. The verbal prompts we gave him were in the form of
questions. For example, when asked “Would you rather live on a ship or live on a plane?” he said “Nothing.” We then tried to get him to answer
the question in a different way by saying “Do you like planes or boats more?” and he responded with “Planes.”

Assessment and Evaluation:

Paul was able to catch the bean bag 85% of the time, the bigger ball 60% of the time, and the smaller ball 72%. His IEP goal is to be able to
catch a small ball with his hands at least 80% of the time. We have noticed that he has difficulty catching the ball if it isn’t thrown directly
towards him. He also tends to want to use his arms to catch the ball instead of his hands. The prompting we used seemed to be sufficient for Paul
and helped remind him of what he was supposed to do in order to catch a ball. He did not require hand-over-hand assistance or another more
intrusive prompt. As a team, Haley and I worked well together and we both were involved in executing this activity. I took the data for the data
collection form while Haley threw the ball to Paul. We both gave him verbal prompting and Haley modeled for him. His mom was in the kitchen
during this activity and occasionally looked over and would tell Paul things like “Great job!” when he caught the ball.
Paul was able to answer questions related to the text 43% of the time. His IEP goal is to answer questions related to a kindergarten-grade text
80% of the time. This passage might have been too difficult for Paul. Also, the questions seemed to be a little more advanced for him. The level
of prompting given did not seem to be sufficient for Paul’s needs. He was not able to answer the majority of the questions. Looking back on this,
I think we should’ve changed our prompting in order to better help him. We could have specifically pointed out in the text where to find the
answer in order to help him look for answers in the text. As a team, Haley and I worked well together and both asked Paul questions. His mom
stayed in the kitchen during this activity and listened to our conversation but did not give any input or insight.
Paul was able to answer the questions 64% of the time. His IEP goal is given questions to respond to he will respond using 2 or more
sentences 70% of the time. This time he improved upon elaborating on his answers. However, he had difficulty understanding the activity and
would often reply by saying “nothing.” The level of prompting given seemed to be sufficient for Paul, but I think the activity was too advanced
for him. He had a hard time picking between the two items asked about in the questions. As a team, Haley and I worked well together and both
participated in the game. His mom listened in the kitchen and reacted to some of Paul’s answers, but Paul never turned to her for an answer.

Plan:
For next week, we plan to continue working on catching a small ball. In order to help Paul gain the skills necessary to catch a small ball when
the ball is not thrown directly towards him, we want to try to have him catch the small ball using a bucket. The bucket will be helpful because it is
a bigger space than just using his hands to catch the ball but will still require him to move his hands to catch the ball. We did an activity similar to
this in our first visit but we simply threw the ball towards Paul and didn’t really have him move a lot to catch the ball. Since Paul is familiar with
this activity, we will initially start with using verbal prompts and if those are not helpful, then we will try modeling and gestural prompts.
For next week, we plan to continue working on answering questions related to a reading passage. We want to still use a passage without
pictures but teach him how to look for answers to questions in the text. This time however, instead of using just verbal prompts we also want to
use modeling, as well. We want to model for him how to look back in the text to find the answer to a question. We believe that he struggles with
knowing how to find answers in the text and it will be beneficial for him to see how to use this strategy.
For next week, we plan to continue working on having him answer questions with multiple sentences. We plan to use another conversational
game to help him elaborate more on answers. We will use verbal prompts to start out with and then use a more intrusive type of prompt, if
needed.