reluctant to attempt new tasks. This is evident by his behavior (refusing to look at the task, staring into space). The order of trials presented for this task is serial training. It is more effective to present a short vowel sound first and then slowly to add consonants. This will allow the student to begin to read after learning a few letters. The configuration is one student per teacher meeting daily with the reinforcement of skills in a group setting. The order that the skill is presented is sequential. An initial vowel is presented followed by consonants. Practice is conducted separately in a mass trial. The information is drilled. Its the letter A, A says a. Data is recorded daily.Prompting StrategyHand over HandModelGestureVerbalIndependent My prompting strategy began from most to least with a three-second-time delay because I wanted Cody to experience success immediately. I began with a full physical prompt using my hand over his to make signs for the letters. We have faded to a gesture and verbal prompt. The next step will be to reduce the prompt to a verbal prompt and then no prompt.Error Correction Incorrect responses are prevented. If it appears that Cody is going to give an incorrect response, I will form the hand sign with my hand over his and make the correct sound. If he does make an error, I go through same procedure followed by immediate practice with successively faded assistance. Cody requires immediate feedback as he will guess without looking. This is noted on the data sheets.Reinforcement Through observation and discussions with Codys parents, it was determined that Cody enjoys M&Ms and listening to stories. Cody enjoys books; they are a natural reinforcement. His parents want him to learn to read so they are very supportive and reinforce his efforts at home. Cody also enjoys praise. Reinforcement is immediate following the correct response. When he gives the correct response it is followed with a...
