1. Designing & Implementing Instructional Plans
SPED 5320/6320 XXXX
Fall, 2013

2. Intervention #1 Summary Statement
Based upon the outcomes of the Play Checklist and observation in the classroom, XXX’s area of need with regard to play includes the ability to engage in turn taking.

3. IEP Goal & Objectives Intervention #1
Goal: XXX will independently engage in turn taking (e.g. in the context of games, free play, books) with peers for a minimum of 3 turns each, for 8 weeks during 1 time per week probes.
Objective 1: During a time when the opportunity is present (e.g. games, free play, books) XXX will engage in turn taking with peers for a minimum of 3 turns each with a verbal prompt (e.g. teacher says, “my turn”, “your turn”) and adult modeling for 2 out of 3 opportunities across 2 data sessions.
Objective 2: During a time when the opportunity is present (e.g. games, free play, books) XXX will engage in turn taking with peers for a minimum of 3 turns each with a verbal prompt (e.g. teacher says “my turn”, “your turn”) for 2 out of 3 opportunities. Across 2 2 data sessions.
Objective 3: During a time when the opportunity is present (e.g. games, free play, books) XXX will independently engage in turn taking with peers for a minimum of 3 turns each for 2 out of 3 opportunities across 2 data sessions.

4. Summary of Intervention Plan
Intervention Context
Setting: Inclusive Pre-K Classroom. Activity: Center/Free Play time (trains/cars). Occasions for Incidental Intervention: Snack time, Book time, Outside play, other Free Play areas
Prompting/Facilitation Techniques
Equipment/Materials: Trains, Cars, Train Tracks. Environmental Modifications: Pairing student with only one partner for turn taking at first and eventually integrating more peers.
Prompts
Step 1: Teacher says “It’s time for centers, as I call you, please choose your center”
Step 2: Teacher will join in center, working with target student and participating student or student(s).
Step 3: Teacher will provide prompting (verbal prompt) by saying, “It’s your turn with the train” or “It’s (peers name) turn with the train”.
Step 4: Teacher will provide a model of the appropriate/correct way to turn take.
Step 5 Teacher will ensure natural consequences (turn taking with peers)

5. Summary of Intervention Plan
Consequences
Reinforcement: XXX will be participating in an activity with a peer and playing with desired toys when it’s his turn. Teacher will provide verbal praise when XXX practices the appropriate/correct way to turn take.
Corrections: Teacher will provide verbal prompting and modeling for the correct way to turn take as error correction and XXX will not receive verbal praise.

6. Raw Data Sample

7. Graph

8. Summary of Effectiveness & Recommendations for Improvement
Effectiveness of plan: XXX has met the first objective for his Play Goal. He is able to turn take for 3 turns each when given a verbal prompt and adult model. XXX is now working on objective two where he is given only a verbal prompt for turn taking with 3 turns each. Continue with intervention plan until objective two is met.
Recommendations for improvement: Start incorporating more toys that XXX has an interest in so he is able to generalize across different settings. Arrange for data to be collected at different times throughout the Pre-K day.

9. Intervention #2 Summary Statement
Based upon the outcomes of the Pre-Symbolic Communication Assessment and observation in the classroom, XXX’s communication needs include increasing the complexity of utterances used to request.

10. IEP Goal & Objectives Intervention #2
Goal: XXX will use 2 word phrases to make requests during classroom activities (e.g. snack, free play, books) 2 out of 3 opportunities for 6 weeks during 2 time per week probes.
Objective 1: During a time when the opportunity is present (e.g. snack, free play, books) when XXX uses a single word request (e.g. more), Adult will model a 2 word request (e.g. more please) and have student imitate the 2 word request for opportunities present during duration of activity.
Objective 2: During a time when the opportunity is present (e.g. snack, free play, books) when XXX uses a 1 word request (e.g. more), Adult will time delay (e.g. wait 5 seconds) before providing a model of a 2 word request (e.g. more please) and having the student imitate the model, for opportunities present during duration of activity.

11. Summary of Intervention Plan
Intervention Context
Setting: Inclusive Pre-K Classroom. Activity: Snack time. Occasions for Incidental Intervention: Book center, Free Play areas, Outside play.
Prompting/Facilitation Techniques
Equipment/Materials: Water Jugs, Cups, Snack, Napkins, Utensils. Environmental Modifications: Giving student only minimal snack until child requests. Arranging Snack materials so they are away from student and student must request.
Prompts:
Step 1: Teacher will excuse children for snack, and upon arriving at his seat, XXX says “cup” (or other one word request).
Step 2: Teacher says “XXX can you say cup please?”.
Step 3: XXX will model “cup please”.
Step 4: Teacher will give verbal praise and provide requested item.

12. Summary of Intervention Plan
Consequences
Reinforcement: Natural reinforcement is giving XXX the requested item and will be actively participating with his peers. XXX will receive verbal praise from his teacher upon correctly requesting items.
Corrections: Natural consequence is a delay of reinforcement. XXX will have to wait to receive requested items until he correctly requests. Teacher will re-prompt appropriate two word request by modeling and XXX will not receive verbal praise.

13. Raw Data Sample

14. Graph

15. Summary of Effectiveness & Recommendations for Improvement
Effectiveness of plan: XXX has met the first objective for his Communication goal. He is able to request items by using 2 word phrases when given a verbal prompt, model and imitates the appropriate request. XXX is now working on the second objective where the adult will time delay when XXX uses a 1 word request, before providing the correct 2 word model and having XXX imitate. Continue with intervention plan until objective two is met.
Recommendations for improvement: Find snacks and other materials that XXX enjoys so he is more likely to request.

16. Intervention #3 Summary Statement
Based upon the results of TPBA and observation in the classroom, XXX’s area of need with regard to pre- academic skills includes recognizing colors.

17. IEP Goal & Objectives Intervention #3
Goal: XXX will independently recognize 3 colors (e.g. green, red, blue) by pointing to said colors with 80% accuracy across 3, once weekly data sessions.
Objective 1: When opportunity is present (e.g. art, book center, free play) and adult proved a verbal and full physical prompt, XXX will point to two colors within 5 seconds with 50% accuracy over 2 consecutive days.
Objective 2: When opportunity is present (e.g. art, book center, free play) and adult provides a verbal and partial physical prompt, XXX will point to three colors within 5 seconds with 70% accuracy over 2 consecutive days.
Objective 3: When opportunity is present (e.g. art, book center, free play) and adult provides a verbal prompt, XXX will point to three colors within 5 seconds with 70% accuracy over 2 consecutive days.

18. Summary of Intervention Plan
Intervention Context
Setting: Inclusive Pre-K Classroom. Activity: Centers-Art Center. Occasions of Incidental Intervention: Book Center, Free Play, Outside Play.
Prompting/Facilitation Techniques
Equipment/Materials: Crayons, Paints, Paper, Markers. Environmental Modifications: Removing art materials that may distract student, purposely placing student in center, removing extra colors.
Prompts
Step 1: Teacher will select desired colors (blue, green, red) with the art materials and say “can you point to the blue (material)?”
Step 2: Teacher will provide a full physical (hand over hand) prompt to help student point to the correct color.
Step 3: Teacher will provide verbal praise upon correct response.
Step 4: Repeat for colors blue, green and red.

19. Summary of Intervention Plan
Consequences
Reinforcement: XXX will receive verbal praise upon selecting the correct color.
Corrections: Natural consequence is delay of reinforcement. XXX will be re-prompted verbally and with a full physical hand over hand prompt to achieve correct response and will not be given verbal praise.

20. Raw Data Sample

21. Graph

22. Summary of Effectiveness & Recommendations for Improvement
Effectiveness of plan: XXX has met the first and second objective for his Pre-Academic goal. He is able to point to red, green and blue with 80% accuracy with a full physical and verbal prompt and moved onto meet the second objective which was point to red, green and blue with 80% accuracy with a partial physical and verbal prompt. XXX is now ready to work on pointing to red, green and blue with a verbal prompt. Continue with intervention plan for objective three.
Recommendations: Work on colors in different contexts, begin to incorporate more colors upon completion of objective three.