ed that she and her husband had always hoped that Cody would learn to read. She reported that previous experiences with his teacher had led them to focus on self-help and behavioral goals. Cody loves to listen to stories. It is used as a reward in the classroom. He prefers to look at a book over anything else in the classroom. For these reasons, parent interview and classroom observations, I have chosen to teach Cody pre-reading skills.Operational Definition Due to time constraints, I will focus on teaching Cody to identify the letters a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ). Mastery will consist of 80 % accuracy over seven days. These tasks will be single step. This information will generalize for Cody because he has a natural love for books. Once he has mastered a few sounds, he will be able to read a short a book on his own. Task Analysis Method The task that I chose for Cody is a single step task. A plastic letter is placed in front of Cody. He picks up the letter, feels it. After feeling the letter he identifies it. After hearing himself identify the letter, he makes the appropriate hand sign. While feeling the hand sign, he makes the phonological sound.Assessment I assessed Cody in three different ways. The first was to assess his expressive knowledge of the alphabet. This was done by placing plastic letters of the alphabet in front him and requesting him to name it. The discriminatory stimulus was Its the letter. Cody was not able to correctly identify any letters of the alphabet. I tested his receptive knowledge by placing the plastic letters on the table in-groups of five and asking him to Give me A and so on. He incorrectly identified the letters. The assessment was done four times for receptive knowledge and four times for expressive knowledge. The bas...
