t step is for the staff to make the hand sign for the letter. The student response is to provide the name of the letter and the phonological sound. The correction strategy is to stop Cody before he makes a mistake by forming his hand into the correct sign and making the sound with him. The reinforcement is praise and an M&M. The data sheet has all of the information written at the top of the page to maintain consistency across the staff. Correct responses are recorded as a +, incorrect responses are recorded as a -. The responses are recorded over ten trials and then the percentage is equated and recorded.Evaluation of the Strategy Based on the data (see appendix), I believe this strategy has been effective. Due to Codys problems with visual discrimination, the hand signs seem to cue him to make the correct response. Cody averaged a correct response rate of about 70%. Modifications I believe that I progressed too slowly and lost his interest. On October 30th, per your suggestion, I increased the amount of letters and he responded quite well. Initially, I wanted an accuracy rate of 80% over seven days. Unfortunately, he seemed to lose interest and his scores dropped. I will continue to introduce new letters and sounds when he has a 70% accuracy rate two days in a row. The visual phonics appears to be a successful approach with Cody. No modifications were made in the presentation of the skill. Modifications in the data collection sheet were made on October 8th. The new sheet clearly states the SD, student response, prompt level, and correction strategy, which helps, maintains consistency throughout the trials. Generalization The skill initially was taught in a discrete trial method. I drilled Cody at a table. The skill was then brought to circle. Different staff teaches during circle time. This way Cody was required to produce the skill for different people. The materials varied. Plastic letters were initially us...
