et by placing the plastic letters in front of him and asking him to give me the letter__. He was not able to correctly identify any of the letters. I repeated this process by handing him a plastic letter and asking him to expressively identify it. He was unable to expressively identify any of the letters. This was done in the same setting as the task analysis assessment. See appendix The assessment was presented as a game as Cody was reluctant after the first session to try. I placed M&Ms on the table and gave him one for each correct response regardless of the prompt used.Hypothesis Based upon data from the task analysis, I formed the following hypothesis. *Cody is unable to perform the task due to visual processing deficits. I will use plastic letters to address his kinesthetic learning modality.*Cody is unable to perform the task because he has not been exposed to the information. I will use prompting, practice and expose him to the information.*Cody is unable to perform the task due to interfering behaviors. I will work with Cody on hands quiet so that he can attend to the information.Objective Given plastic letters, and hand signs, Cody will identify the letters a,b,c,d, and t with 70% accuracy. Given hand signs, Cody will make the phonological sound for the letters a,b,c,d, and t with 70% accuracy.Teaching StrategyFormat Based on the PEPR and Criterion Referenced Assessments, Cody is emerging in the category of alphabet recognition. I am utilizing a single step task strategy and paired associate learning. Cody will identify certain letters in the alphabet and pair them with the phonological sound eventually blending these sounds to form consonant vowel consonant words. I am using visual phonics which pairs each phoneme with a hand sign (see appendix). The letters used for this project were a, b , c, d, and t. It is important that the presentation of information is short and clear requiring few steps, as he is...
