Data Collection Form #6 Submitted by: Brynn Larsen Date: 3/31/18

Child’s Name: Elanor

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria
Correctly identify and follow Prompt V V I V/M V VI I V I I I 8 61%
environmental signs 3/5 times. Response IN + IN + + + + + + + IN 13
Prompt I I
Response IN IN
Correctly state emotions 3/5 Prompt V M V V V V V I I V V 10 58%
times. Response IN IN IN + + IN IN + + + IN 17
Prompt V V VI V V V M
Response + IN IN + + + +
Prompt
Response
Given a varying amount of one Prompt V V M M M M V V V V V 6 54%
dollar bills, she can correctly Response + + IN IN </+ IN + + +/> + + 11
match or label the monetary
value to the corresponding
amount shown on the object 3/5
times.
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: -Elanor greeted us at the door happily. We did activities around the whole house while her mother was cleaning.
Impression: Today Elanor seemed eager to participate in the activities we had planned. We set up our activities the same as we did last week
because it worked out so well. It still worked well again this week. She was able to stay focused on the activities. Since there was a lot of walking
around and doing exercising/sensory breaks she began getting tired near the end. You could tell by her heavy breathing. This tiredness, however,
helped her to focus more on the activity at hand. Near the end she didn’t lose focus nearly as much.

Objective Description of Data and Observations: At some of the stations there was an environmental sign that Elanor had to follow in order to do
the other activities. When we got to the first station we didn’t say anything in the hopes that Elanor would say something about the environmental
signs. She said nothing. We then pointed at the environmental sign with no response from Elanor. She said, “We walk.” This was correct. At the
next station we stood there and waited for her to find the environmental sign. She picked up the money and the pictures of faces, but did not pick
up the environmental sign. I then said, “Elanor look around. What do we need to do here?” She looked around and saw the stop sign. She then
said, “We stop.” At another station there was an EXIT sign. Elanor didn’t require prompting to find the EXIT sign, but she incorrectly called it a
stop sign. We then just asked her, “Does this say stop?” She replied, “No. We go outside.” At another station the same thing happened as before.
We had to ask her what we do at the station in order for her to notice the crosswalk sign. Once she correctly identified it we then had her practice
the cross walk. Emily stood next to her and said, “Ok we are at the cross walk. We need to look both ways before we walk to make sure it’s safe.”
They looked one way and no cars were coming. They then looked the other way and I was pretending to be a car coming towards them. Emily
said, “Is it safe to walk? There’s a car coming.” Elanor stood in front of me and said, “Stop.” We told her that the cars don’t need to stop because
there are no stop signs. She needs to wait until all the cars are gone before she can walk. We practiced again and the same situation happened.

At each station we had picture of children making faces that displayed different emotions. At the first station I asked her which picture showed
someone who was confused. She pointed to the incorrect picture. I then pointed to the confused picture and said, “What is this boy feeling?” She
said, “Thinking.” I then said, “Close! He is feeling confused. That’s when you don’t know what to do.” At the next station there was a picture of a
happy boy and an excited girl. She pointed to them both and said, “Happy.” I then asked her which one looked more happy. She pointed to the
girl. I then said “You’re right! She looks really happy. In fact she is excited! Can you show me an excited face?” She correctly made an excited
face. At the next station there was a story about jealousy. When we asked Elanor how the person must feel she said, “sad.” We then tried a
different story about her being jealous of her sister’s friends. She again replied with sad. I then explained to her the feeling of jealousy. I said,
“When someone has something that I want I feel jealous. Can you say jealous?” She then said jealous. I said, “How do you feel when someone has
something that you want?” She said, “Sad… mad.” At another station there was a picture of a surprised boy and a scared boy. When I asked
which one was scared she pointed to the wrong one. We took her to the mirror and I had her make a surprised face. I then asked her to point to the
boy who was surprised. She correctly identified it. I then asked her what the other boy was feeling. She said, “hiding.” I asked her, Why do we
hide? We might hide when we are…..?” She correctly said, “Scared.”

At some of the stations there were objects for Elanor to buy. We put a certain amount of one dollar bills on the object that Elanor needed to count.
At the first station there was a lock with five dollars on it. I asked Elanor how much she thought the lock cost. She said, “One dollar.” I said,
“Let’s count the money and see how much it actually costs.” She counted out five dollars. When I said, “So if there are five dollars here then how
much does the candle cost?” She said, “five.” I said, “five what?” she said, “five dollars.” This same situation happened at many of the money
activities. When she was asked how much something cost she said “one dollar” each time. She then counted the money correctly and then we
asked how much it cost she said the correct amount. At the last station there was a chair with seven dollars on it. When I asked her how much it
cost she replied with “one dollar.” I then said, “Is there only one dollar on the chair.” She looked at the chair and said, “no.” I then had her count
the dollars. When she counted all of the dollars I asked her how much the chair cost. She replied saying “seven” I then said, “seven what?” She
replied with “one dollar.” I asked her if there was one dollar or seven dollars on the chair. She said, “seven dollars. At the last station there was
book with 4 dollars on it. When I asked her how much the book cost she said, “One dollar. Oh wait.” And then she counted the dollars and said, “4
dollars.”

Assessment and Evaluation: Elanor stated her environmental signs 61% of the time that she was prompted to do so. Her goal is to state the signs
60% of the time. This is up from last week. I believe that the percentage went up because Elanor is getting better at reading the environmental
signs that we are giving her. The intrusiveness that we gave was spot on because she reached her goal and we were doing the interventions as least
intrusive as we possibly could. She needed very little additional prompting. We will need to put in different signs for her to identify in our future
interventions, and we will also be doing an activity to see if her skill translates over to the real world.

Elanor correctly stated the monetary value of an object 54% of the times that she was prompted to do so. This is the same as last week. She
continued saying that each object cost one dollar whenever we asked her, but as soon as we had her count out the money she was able to correctly
tell us how much the object cost. If we gave her a value higher than 4, however, she would say that an object cost one dollar after counting the
dollar bills. In this case we had to ask her, “Does the object cost one dollar or 5 dollars?” She was then able to correctly identify the cost. At the
end of the activity when I asked her how much something cost she replied with one dollar, but then corrected herself and counted the money
without any other prompts. I believe that we did the right amount of intrusiveness. At every station we started out asking her how much she
thought the object cost and then we had her count the money to prove or disprove her answer. It worked really well. I believe this goal is
appropriate for Elanor because she hasn’t met it yet.

Elanor correctly stated emotions 58% of the time she was prompted to do so. This is down from last week. The reason the percentage decreased is
because we changed the intrusiveness of our prompts. This week we added more complex emotions and we added pictures of emotions that
weren’t as easy to identify. When Elanor didn’t have dramatic sad, angry, and happy faces it was more difficult for her to identify the emotion.
One prompts we had was we would show her a picture of two different people and ask her which one was showing a certain emotion. She was
able to correctly identify the ones with dramatic features and the emotions she already knew, but the ones with less dramatic features were harder
for her. If she answered incorrectly we would have her make that emotion’s face in the mirror and ask her if her face matched the pictures face.
She was usually able to then correctly identify the emotion. For some more complex emotions, such as jealousy we used emotion stories. Elanor
would incorrectly give the answer of sad for jealousy. She still was not able to identify jealous however. We then explained to her what jealousy is
and what we feel jealous about. She still identified the emotion as sad. I don’t believe this prompt was intrusive enough because she doesn’t
understand the feeling of jealousy. I do believe that this goal is still appropriate for Elanor because she hasn’t met it yet.
I believe that the activity we did was very appropriate for Elanor. She was very engaged the whole time. It is challenging for her to concentrate on
a task for more than a few minutes, so we set up stations where she would work on a goal or two for just a few minutes before we moved to the
next station. This allowed her to work on all of her goals, but it split up the time nicely. She had lots of tiny breaks which made the task feel less
daunting then if we simply sat down with her and read emotion stories for ten minutes, worked on signs for ten minutes, and counted money for
ten minutes. We will be using this type of activity in the future.

This week we did well working as a team. Emily was able to help me when I didn’t know how to word something, and she would often help me
get Elanor’s attention back to the activity. We both had the same expectations for Elanor which was helpful in getting her to participate in the
activities. We each took turns interacting with Elanor and filling out the data collection table.

Plan: Next week we are going to practice all of her goals in a real world setting. We are going to start across the street from Broulims. We will
cross the crosswalks, go into Broulims, find the restrooms and exit signs, and buy a donut. Throughout the activity we will also be modeling
saying our emotions and directly asking Elanor what she feels.