and should allow the client the capability to learn to identify his written name and distinguish between other names. Scores for the client’s reading skills from the most recent ABLLS assessment can be found in appendix A. Current and mastered receptive identification programs display the client’s ability to be successful at the first step in the task analysis, identifying his picture. The client has shown the ability to successfully label and master a wide variety of items; see appendix B for scores of the client’s receptive identification programs.
Supporting Environments The program will be implemented at the client’s desk during the one-on-one sessions lead by an instructor therapist. This setting has been chosen since it is where …show more content…
Such skills included reading, identifying, and labeling abilities assessed through ABLLS –R and personalized programming. The client’s pre-requisite skills were assessed through direct observations and indirect methods, like interviews and a binder review. From such analysis, it was concluded that the attendance skill acquisition would be appropriate and the client has all pre-requisite skills necessary for successful learning. Furthermore, appendix C presents a copy of the most recent preference assessment utilized with this program of teaching the attendance skill. The data from the baseline assessment produced a receptive identification performance score of 83%, which was calculated by adding the correct responses and dividing by total number of trials. In 5 of the 6 trials the client responded correctly. However, issues presented above questioned the weight of this value. Refer to appendix D for the baseline data sheet and …show more content…
Step 2: the IT will look at the data sheet and determine the prompt level most appropriate, either based on a past prompt levels or client performance.
Step 3: the IT will say, “Ok D, what do you want to work for?” The client will make a selection and the corresponding PEC will be placed on his token board. The IT will then say, “First work then [desired item].”
Step 4: the IT will display 3 pictures, in a varied order with a neat orientation, and deliver the Sd. However, if a positional prompt is required the organization of the distractor pictures will be neat and the target picture will be closer to the client. Step 5: based on the prompt level decided in step 2, the IT will deliver no prompt, a positional prompt, or will point to the correct picture immediately after presenting the Sd.
Step 6: the client will respond to the Sd and the IT can deliver praise and perhaps a token, or employ the error correction procedure, explained
Supporting Environments The program will be implemented at the client’s desk during the one-on-one sessions lead by an instructor therapist. This setting has been chosen since it is where …show more content…
Such skills included reading, identifying, and labeling abilities assessed through ABLLS –R and personalized programming. The client’s pre-requisite skills were assessed through direct observations and indirect methods, like interviews and a binder review. From such analysis, it was concluded that the attendance skill acquisition would be appropriate and the client has all pre-requisite skills necessary for successful learning. Furthermore, appendix C presents a copy of the most recent preference assessment utilized with this program of teaching the attendance skill. The data from the baseline assessment produced a receptive identification performance score of 83%, which was calculated by adding the correct responses and dividing by total number of trials. In 5 of the 6 trials the client responded correctly. However, issues presented above questioned the weight of this value. Refer to appendix D for the baseline data sheet and …show more content…
Step 2: the IT will look at the data sheet and determine the prompt level most appropriate, either based on a past prompt levels or client performance.
Step 3: the IT will say, “Ok D, what do you want to work for?” The client will make a selection and the corresponding PEC will be placed on his token board. The IT will then say, “First work then [desired item].”
Step 4: the IT will display 3 pictures, in a varied order with a neat orientation, and deliver the Sd. However, if a positional prompt is required the organization of the distractor pictures will be neat and the target picture will be closer to the client. Step 5: based on the prompt level decided in step 2, the IT will deliver no prompt, a positional prompt, or will point to the correct picture immediately after presenting the Sd.
Step 6: the client will respond to the Sd and the IT can deliver praise and perhaps a token, or employ the error correction procedure, explained