Data Collection Form #6 Submitted by: Deja Witte Date: 06/20/19

Child’s Name: Emma

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria

Ask questions Prompt V V V V V V V V V V 1 20

Response +> +> + +> +> +> +> +> + +> 10
Produce letter sounds Prompt V V V V V V V V V V 1 60
Response + +> + + IN + + + IN +> 10
Take turns Prompt G G G G G G G G G G 1 100
Response + + + + + + + + + + 10
Move the figure Prompt G G V V G V V V V G 2 100
Response + + + + + + + + + + 10
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: The close approximations when Emma asked questions indicate that Emma did not say “I” when asking questions.
Impression:
Emma is able to ask “may I” and “can I” questions when prompted to ask. The goal is for her to produce the questions on her own.
Emma is able to produce the majority of letter sounds when asked “what sound does it make?” Some letters required modeling. The goal is to
have Emma produce the sounds independently.
Emma is able to follow most rules with some guidance. The goal is to have Emma follow rules independently.

Objective Description of Data and Observations:

A teacher or parent asks Emma “can you ask?” to prompt her to ask a question. If she does not respond, the teacher or parent models the question
word by word as needed.
A teacher or parents show Emma a flashcard with a letter on it and asks “what sound does it make?” If she does not respond or responds
incorrectly, the teacher or parent models it.
A teacher or parent gestures to Emma that it is her turn to play, if she does draw a card, a gesture is given. If she does not respond, a verbal prompt
is given. Help is given when Emma loses her place while moving the game piece.

Assessment and Evaluation:

Prompting for question asking may require more intrusive modeling. However, Emma produced multiple independent attempts that were very
close approximations.
Prompting for letter sounds was what was needed for the target to occur.
Prompting for following rules was what was needed for the target to occur.
Our team performed well, the activities were age appropriate, and helped Emma to practice the target.

Plan:
The targets for next time are:
Emma will ask “may I” or “can I” questions when she wants something, with minimal prompting.
Emma will produce letter sounds when asked “what sound does it make?”
Emma will follow rules when playing a game with minimal assistance.
We will start with verbal prompts. Desirable items or candy will be used as incentive for producing questions. Flashcards will be used to invite
letter sound production. Games will be played to promote rule following.