light touch, verbal praise and an M&M. He is rewarded with a story daily. Reinforcement is on a fixed schedule.Environmental Arrangement The environmental arrangement is designed to minimize visual distractions. Materials are placed out of view of the students. Few objects are on the walls and the furniture is arranged to define areas of the room. Cody works at two different areas in the room in order to promote generalization. He works with me at a u shaped table. We face each other keeping all other students behind him. The skills from the discrete trial setting are then reinforced during circle time, which is located in another part of the room.Materials The materials used with Cody consist of plastic letters, letter cards and M&Ms. The plastic letters used during the discrete trial are placed directly in front of him. He picks up the letter, identifies it, and makes the hand sign and the correct sound. This is immediately rewarded with an M&M. Letter cards are used during circle, however they are also placed in front of him. Cody looks at the card, makes the hand sign and the sound. He receives an M&M for the correct response.Adaptations I began using letter cards with Cody and he was not able to visually discriminate the letters. I adapted this strategy to having him trace the letter on a large piece of paper, however this strategy also proved problematic with his poor visual discrimination. This strategy was then adapted to using plastic letters which he can pick up and feel, paired with a hand sign. This has been very successful. After he has learned the letter, I use a letter card and the hand sign during circle and he has been able to generalize the information from the plastic letter to the card.Data Collection The discriminatory stimulus, staff-prompting step, student response, and correction strategy are noted on the data collection sheet (see appendix). The SD is Its the letter__, __ says __. The promp...
