eline data for each area was 0. See appendix for the assessment form. I also assessed Cody using the task analysis assessment form. Cody was able to trace the plastic letter independently three of the four times. He required a verbal prompt of Its the letter__ to identify the letter. He required full physical prompt to make the corresponding hand sign. Once he felt the hand sign, he was able to make the correct letter sound three out of four times.Environment During the assessment, Cody sat at a u shaped table facing me. His back was to the rest of the students in order to minimize distraction. The assessment took place in the classroom.Measurement Cody received a + if he gave the correct response and a - if he gave an incorrect response. A three-second-time delay was utilized before providing a prompt. The assessments were broken down into ten-minute sessions. No more than three sessions per day.Trial Presentation Five trials were presented during each assessment session for the task analysis. Cody was given a verbal cue of pick it up when he did not respond to the letter on the table. A verbal prompt of Its the letter__ was used when Cody did not name the letter. A full physical prompt was utilized when he did not make the hand sign. Modeling was used when he could not produce the sound. Correct responses were rewarded with an M&M. Incorrect responses were stopped immediately using a full physical prompt and modeling.Assessment and Data Collection Forms See Appendix for FormsAnalysis of Assessment Data When provided prompts, Cody was able to perform the skill. Each assessment consisted of five trials. During the first assessment session, Cody was unable to perform any of the skills due to behavior. He stared off into space or yelled. Over the next four days, he was able to carry out the skills with 90% accuracy. This is only for the letter a. Initially, I assessed Codys receptive knowledge of the alphab...
