Instructional Procedures:
Using the system of most-to-least prompts for each step in the task analysis beginning after Cindy checks her schedule. Wait 5 seconds between prompts.
1. Tell Cindy what step in the task analysis she is to complete (Say, “Red.”).
2. Verbal prompt, “What color?”
3. Gesture by pointing to the materials on the table (Point to a red apple).
4. No prompt.
Reinforcement: Use a first/then schedule allowing Cindy to select her preferred activity prior to beginning the task.
Plan Implementation:
Prior to beginning instruction, I selected six colors to teach Cindy. Then, I created picture/word cards for each color. Next, I selected two items for each color and placed them in a task bin. Last, I created a data sheet to record the student’s responses. I decided that a “+” would indicate a correct response, a “-” would indicate that no response was provided, and a “/” would indicate an incorrect response.
Areas Assessed:
For the Instructional Program, the areas I chose to assess were language, attention, and memory. I chose to assess language to determine Cindy’s expressive language …show more content…
After checking her schedule and retrieving her task bin, Cindy and I sat together at a table in a quiet corner of the Intensive Learning Support Classroom. I began the assessment by placing six colored bins in front of Cindy. Then, I explained to Cindy that today she would name the colors for each object in front of her and place the objects into the correct color bin. After explaining the assessment, I placed the picture cards in front of Cindy and I said, “This is red, say red.” I praised Cindy for her response before continuing the process for the remaining five picture cards. During the instructional part of the assessment, I notice that Cindy was overly tired. She frequently rubbed her eyes and attempted to lay her head down several
Using the system of most-to-least prompts for each step in the task analysis beginning after Cindy checks her schedule. Wait 5 seconds between prompts.
1. Tell Cindy what step in the task analysis she is to complete (Say, “Red.”).
2. Verbal prompt, “What color?”
3. Gesture by pointing to the materials on the table (Point to a red apple).
4. No prompt.
Reinforcement: Use a first/then schedule allowing Cindy to select her preferred activity prior to beginning the task.
Plan Implementation:
Prior to beginning instruction, I selected six colors to teach Cindy. Then, I created picture/word cards for each color. Next, I selected two items for each color and placed them in a task bin. Last, I created a data sheet to record the student’s responses. I decided that a “+” would indicate a correct response, a “-” would indicate that no response was provided, and a “/” would indicate an incorrect response.
Areas Assessed:
For the Instructional Program, the areas I chose to assess were language, attention, and memory. I chose to assess language to determine Cindy’s expressive language …show more content…
After checking her schedule and retrieving her task bin, Cindy and I sat together at a table in a quiet corner of the Intensive Learning Support Classroom. I began the assessment by placing six colored bins in front of Cindy. Then, I explained to Cindy that today she would name the colors for each object in front of her and place the objects into the correct color bin. After explaining the assessment, I placed the picture cards in front of Cindy and I said, “This is red, say red.” I praised Cindy for her response before continuing the process for the remaining five picture cards. During the instructional part of the assessment, I notice that Cindy was overly tired. She frequently rubbed her eyes and attempted to lay her head down several