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SPED 448 Skill Sequence Assignment

By Jennifer Clark



























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Skill Sequence Visual Diagram (Attached)

Skill Sequence General Explanation and Rationale

A skill sequence is a visual representation of a desired outcome and the necessary
skills someone would need to master in order to achieve it. The skills that would be
easiest for the target student to master go at the bottom of the skill sequence diagram,
while moving upward in the skill sequence chain, the skills become increasingly more
arduous. The difficulty level for each skill is determined based on the target students
current functional level, behavioral considerations, and other environmental factors.
The skill sequence diagram Ive created for my instructional program would be
considered a vertical sequence. A vertical sequence means that the skills and objectives
within the diagram are related and dependent on each other (i.e. certain skills should be
learned before the next skill is targeted.) Listed at the bottom of my skill sequence
diagram are the three main skills that I am targeting in my instructional program: push
the spinner, hold cards in hands, underhand throw/catch a softball from 5 feet away.
When creating my program and this skill sequence, I took into consideration that
my target student has a severe non-verbal form of Autism, and requires specific learning
conditions and target skills. After creating a Longitudinal Curriculum Development Plan
for her, I found that an area of priority for her was Leisure Skills. Currently, AP takes a
spectator role in most leisure activities. Therefore, at the very top of the diagram, the
overarching desired outcome for my program (AP will take an active role during leisure
activities) is displayed.
I chose to create two different skill boxes for the objective regarding the spinners
because although both LIFE and Twister have spinners in them, they do not look
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identical. I considered my target student and realized that she may find one spinner easier
than the other based on its individual characteristics. Because theres no way for me to
predict any further information about which spinner would present a higher difficulty
level before instructing, they are placed right next to each other in the diagram
(signifying equal task difficulty.)
For the objective that targets holding cards, I chose to place both card games
(UNO and Go Fish) next to each other because I felt as if my target student could learn
them concurrently and one wouldnt need necessarily to be taught before the other. When
considering the skills necessary for holding cards during the games, I found that many of
them are required for both. I kept in mind that this diagram is supposed to represent what
my target student could achieve in the next three years, and decided that the most difficult
skill of organizing cards by rank is a reasonable skill for my target student to acquire
within 3 years. She is learning her numbers right now, and in order to rank cards in her
hands, she will need to have first mastered number recognition and order (1-10.)
Furthermore, when considering skills relating to playing catch, I found that there
are a variety of ways this task can be made more challenging. I chose a soft ball to use for
my instructional program because I thought it would be easiest and most appropriate for
AP to learn with. A large beach ball would obviously be an easier option, however I took
into consideration the fact that people wouldnt typically use a beach ball for the game of
catch. On the other hand, a baseball is harder and smaller than a softball, which would
make it more difficult to catch/throw and therefore not an appropriate choice to start with.
In the next three years, I anticipate that she could achieve throwing/catching a baseball
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more than 10 feet away with adequate practice; therefore, this skill is listed as the highest
in its category.
Brief Literature Review


1. The first article I found discusses the most-to-least prompting hierarchy and its
usefulness when teaching leisure skills. Sezgin Vuran conducted a study on two students
with Autism (ages 21 and 23), in which the target goal was to increase their clay shaping
skills. This skill was chosen among others because critics have acknowledged the skill for
improving self-confidence, self-image, and self-expression while reducing negative
behaviors of individuals with disabilities (Davalos, 1999; Henley, 1991, Kahn, 1996).
The two participants involved in the study had to leave their private special education
center at age 7 to attend a regular school because of their poor social and academic skills.
These participants were capable of focusing on tasks that were of a short duration (under
ten minutes.)
The actual study took place in the clay studio of the private special education
center. A task analysis containing 17 steps for making a clay basket was included to aid
in the clarity of the activity. Of these 17 steps, the special education teacher and the
ceramics teacher determined that 15 of these should be completed using the modeling
strategy (teacher demonstrates, student imitates.) They decided that steps 7 and 8 should
be instructed using full physical prompts based on the fact that the students had never
been exposed to those skills.
The results from this study showed that by the end, both participants were able to
make a basket shape from the clay with full independence, which was the intended
outcome for the program. Additionally, the teachers noticed that students displayed less
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negative behaviors than usual during the study; they attributed this to the instructional
strategy in place (most-to-least prompting hierarchy.)
There are several elements from this article that I can take into consideration for
my own program. First is that the students involved in the study both have Autism, which
my target student has, too. Another is that the most-to-least prompting strategy, in
conjunction with a task analysis was successful for this study. For my program, I think
implementing these elements to teach my three skills could be also successful,
considering the similarities between our programs.
2. This article discusses the importance of clarity in guidelines and expectations
when implementing a program for a student with Autism. Dunlap and Kay (1999)
concluded based on several studies that have been performed involving students with
Autism that the use of written or picture schedules was conducive to producing positive
results. These tools helped the students in the study to predict future activities and
mentally prepare for them beforehand.
I think what Dunlap and Kay had to say about clarity in guidelines and
expectations is really important. When considering the learning preferences for my
student, she typically requires multiple forms of prompting (verbal, visual) in order to
accomplish a task. Integrating clear directions and possibly a written schedule could
benefit her in the instructional setting. I will make sure when writing my instructional
program that my expectations for what Id like her to do are clearly stated and explained
to minimize confusion.
3. In this journal article, Ohyake (2004) said that teachers should consider three
steps before implementing a program involving physical activity with a student who has
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severe multiple disabilities. First, the targeted skill should be considered and what that
would look like in the context of where it would be performed (ask questions like, what
is a reasonable behavior that this student could be participating in during the activity?
and is it appropriate and making a contribution to the activitys outcome?) The second
step is to consider any adaptations (in materials/equipment) that would have to be made
to facilitate participation for the student. An example of this is the target student in my
program should use a softball rather than a baseball when playing catch because a
baseball has a higher chance of hurting her if caught incorrectly and shes never played
catch before. The third and final step is to determine the exchange rate for the activity the
student will be participating in. For example, one of the students in the study (David) is
participating in a basketball game. The exchange rate for this activity is that every time
he makes a basketball shot, his team can use a lower basket.
Furthermore, Ohyake also discusses how participation during leisure activities
doesnt always have to mean playing team sport games. Students with disabilities can
benefit from participating in other activities such as playing catch and bowling. However,
it is important to note that integrating students with severe disabilities in team sports and
facilitating meaningful interactions with their peers can have a tremendous positive effect
on them and their self-esteem. Educators and families need to try to look outside the box
to find opportunities for the child to be able to participate and ultimately strengthen the
childs sense of belonging.
For my instructional program, one of the skills I plan to target is playing catch. To
participate in this activity, my target student will need another person to play with (either
an adult or peer.) This is cohesive with what the reading says about choosing
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opportunities that the student could participate in (based on their physical and mental
abilities) and also interacting with other people (playing catch is not an activity she would
be forced to work on alone.) I think that what Ohyake had to say about ensuring the
student feels like theyre making a meaningful contribution during the activity is crucial.
My target student will feel as if she is doing this because without her, the activity
couldnt occur. Additionally, upon mastery of this skill, it will broaden her opportunity to
engage in this leisure activity with multiple peers and in different contexts (i.e. playing
catch with 3 or more peers in a swimming pool.)
4. Toews and Fredericks describe several data based classroom strategies that are
recommended for instructing students with severe multiple disabilities. One of the
strategies discussed is modeling the activity/skill first so that students have a visual
example of what the activity should look like. After that, they say to provide the student
with a verbal cue such as your turn to alert the student that they are now expected to
perform the task. If the student incorrectly imitates it, immediate error correction is
provided in addition to support to try again.
I plan to use the information presented in this article regarding recommended
strategies when developing my instructional program. Specifically, one of the steps
during the most-to-least prompting hierarchy will be to model the activity for my target
student. I think modeling the skill will be particularly helpful to my student because she
will have a clearer picture of what Id like her to do.
Additionally, I think providing my target student with the verbal cue your turn
would be especially helpful to her because she would know its time to do something (an
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idea she usually struggles with.) AP would likely benefit from additional prompting, so I
will plan to integrate this into my instructional program.
5. Menear & Smith (2008) discuss implications for teaching physical education
skills for a student that is 7 years old and has Autism. He is included with 19 same-age
peers in his P.E. class, and has the support of a paraprofessional. The primary behavior
that is currently being targeted during P.E. is staying quiet and reducing self-stimulating
behaviors. Similar to the student in this study, the student being targeted in my
instructional program also displays self-stimulating behaviors in the form of loud, high-
pitched screeching and she is always accompanied by a paraprofessional who attempts to
reduce these disruptive behaviors.
Furthermore, Menear & Smith say that the general physical education teacher
should take data on the students level of physical performance, as well as the students
current behaviors during class, and then he can make decisions about appropriate
activities to teach during P.E. The IEP team should also meet to discuss possible goals
that the student could achieve in the physical education setting. The skills that are
targeted in these goals should involve basic motor skills that are fun, meaningful, and
generalizable to activities he can participate in individually, with an appropriately sized
group of peers during P.E. (Menear & Smith p 33.) The skills that Im targeting in my IP
are all fun, meaningful, and generalizable activities because the student has been
observed enjoying and choosing to engage in them, occur often throughout her everyday
life, and can be generalized across multiple settings outside of the classroom (i.e. she can
play board games at home, a friends house, a party, and many other places.)
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The article also mentions how students with Autism learn best when they are
presented a structured, consistent routine that has visual boundaries, and minimal
negative sensory stimulation (Coyne & Fullerton, 2004.) Teachers need to consider
physical activities the student can engage in that are not over stimulating, safe, and
provide the student with an opportunity to be successful. Because these considerations
specifically align with my target student, I will certainly keep them in mind when making
instructional decisions. I can make sure the student feels safe while participating in my
targeted activities by considering the people that are around (whether she likes them or
not) and the location (she does not like certain areas of the school.)
Work Cited

Dunlap, G., & Kay, M. ED436068 1999-10-00 Autism and Autism Spectrum Disorder
(ASD). ERIC Digest #E583.. ERIC Clearinghouse on Disabilities and Gifted Education
Reston VA, 1-7. Retrieved May 2, 2014, from
http://files.eric.ed.gov/fulltext/ED436068.pdf

Menear, K.S., & Smith, S. (2008). Physical education for students with autism:
Teaching tips and strategies. Teaching Exceptional Children, 40(5), 32-37.

Ohtake, Y. (2004). Meaningful inclusion of all students in team sports. Teaching
Exceptional Children, 37, 22-27.

Toews, J., & Fredericks, B. [The Secondary Data Based Classroom Model.]. Teaching
Research, 11.

Vuran, S. Empowering Leisure Skills in Adults with Autism: An Experimental
Investigation through the Most to Least Prompting Procedure. International Journal of
Special Education, , 23, 174-181.








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Student Description

AP is a bubbly young girl who has Autism. Currently, she is in the 2
nd
grade
TEACCH classroom at TP Elementary School. One of APs strengths is her ability to
brighten any room shes in with a smile and her animated presence. She can constantly be
seen giggling or grinning and truly emanates happiness. She communicates through the
use of her NovaChat Talker, facial expressions, body language, and vocalizations. Right
now, AP mainly uses her NovaChat for requesting food and drink as well as simple
greetings. During academics, she typically requires rewards in the form of food to stay
motivated and on task.
AP enjoys playing with toys at home and in the classroom during free time. She
has a pillow that she likes to carry around the classroom/school often. APs preferred free
time activities will likely change in the next couple of years because they will no longer
be age-appropriate. When AP vocalizes, it is normally clicks and pops, laughter, yelling,
and crying. Her body language and facial expressions are incomparable. AP has her own
special way of using vocalizations (usually in the form of high pitched squeals) to
communicate to others when she is excited, sees a person she likes, and is just having a
great time.
A short list of things AP enjoys are apples, water, her pillow, and playing with
small objects. While playing with small objects, she enjoys putting her hand through
them (seeing if it is possible.) At the moment, nothing seems to motivate her besides
food, but even food is disregarded after a while. Her teachers main priorities are to find
something that AP is motivated by and to increase use of her NovaChat for other requests
besides food and drink.
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APs family consists of her mother, father, and younger sister. Her younger sister
also attends TP elementary school at the moment. While at home, the two enjoy playing
together both inside and outside. As a family, they are very involved and plan fun
activities to engage in often (such as going to a movie or a basketball game.) APs
extended family is also very close to them, as most of them live in the same/nearby
towns. They frequently have parties for birthdays, wedding showers, and other
celebrations that APs family goes to.
Age: 8 years old
Description of characteristics of effective learning environments:

One-on-one individualized instruction
Hands-on activities and games
Tangible reinforcers such as food
Short lessons/activities (less than 5-10 minutes)
Hand over hand instruction for physical tasks
Visual task analysis
Availability to use her NovaChat to communicate
Perception of high safety
Opportunity for frequent breaks
Positive reinforcement in the form of verbal praise (You did it!)
Visual prompts to stay on task (cue cards)
Expectations/directions are clearly stated and modeled at beginning of the activity
Limited distractions (dimmed lighting, her own space away from peers, low
noise)
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Instructional Program

a. Context for instruction:

Location: 2
nd
grade general education classroom, the gymnasium, and outside on the
playground

Time: Recreation time (10:30-11:00 a.m. and 1:00-1:30 p.m.) during the school day

Materials: LIFE board game, Twister game, UNO card game, Go Fish card game,
softball

Other Learners Present: 5 other students are in her class. These students all require
different levels of assistance; therefore instruction is typically delivered on an individual
basis

Instructor: J Clark facilitating instructional program

b. Program Objectives:

1. When it is her turn during the board games LIFE or Twister, AP will spin the
spinner within 5 seconds for 80% of her turns in the game for 4 consecutive trials.

2. When playing a card game such as Uno or Go Fish, AP will hold the correct
number of cards in a fanlike matter with her hands making sure that they are
visible to only her and that they are all the right side up, for 100% of the game
time over the course of 6 consecutive trials.

3. When playing a game of catch outside or in the gymnasium, AP will throw a soft
ball in the direction of her partner and then catch the ball 5 times successfully,
while standing 5 feet away from her partner for 5 consecutive trials.

c. Generalization:

To facilitate generalization of the three skills, I will collaborate with APs family to make
sure she is practicing at home. For all objectives, I will have her generalize these skills by
playing with a variety of students as well as adults. This will help her to generalize the
skills because the situations for instruction will be different each time. For the objective
about playing catch, I will take trips to the park once per week where she can practice it
there, and then also have her practice inside the gymnasium once per week.

For the objective targeting board games, she is generalizing the skill of spinning the
spinner by simply practicing it during two different games. The spinners in these two
games are not identical; therefore she is generalizing the skill of spinning a spinner by
practicing it during both of them.

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d. Rationale

The overarching goal for this program is for AP to take an active role during leisure
activities. Currently, she mainly acts as a spectator during leisure time, watching
classmates and adults interact during card and board games. By giving her an active role
for these activities, AP will gain a sense of belonging and improve her social skills by
interacting with others.

e. Assessment Procedures

This program will use formative assessments in the form of on-the-spot performance
observations. Procedures for conducting an on-the-spot observation assessment:
Observe the student performing the target skill during instruction
Take anecdotal notes relating to their performance
At the end of the activity, record an overall score (1-5) for the students
performance. A 5 indicates that the student displayed mastery of the skill (as
defined in their objective.) A 1 indicates that the student did not perform any part
of the skill correctly for the entire duration of the activity.

f. Assessment Schedule

Once instruction has begun, assessments will be conducted once every two weeks for
each skill. This should add up to three total observational assessments for every two-
week time period. Because the assessments should be conducted during instruction time,
the time frame they would occur is either 10:30 11:00 a.m. or 1:00-1:30 p.m.
(recreation time.)

g. Instructional Procedures

Instruction will occur daily for the three skills because recreation time occurs twice every
day. AP will alternate between playing catch, board games and card games. Here is an
example of the schedule for instruction:

Day/Time of Instruction Activity: Targeted Objective
Day 1 10:30 a.m. LIFE board game: Spinner Objective
Day 1 1:00 p.m. UNO card game: Holding Cards
Objective
Day 2 10:30 a.m. Playing catch outside
Day 2 1:00 p.m. Twister board game: Spinner Objective
Day 3 10:30 a.m. Go Fish card game: Holding cards
Day 3 1:00 p.m. Playing catch inside gymnasium
Day 4 10:30 a.m. Assessment Data
Taken
LIFE board game: Spinner Objective
Day 4 1:00 p.m. Assessment Data Taken UNO card game: Holding Cards
Objective
Day 5 10:30 a.m. Assessment Data Playing catch outside
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Taken
Day 5 1:00 p.m. Twister board game: Spinner Objective


This program will be implemented using the Most-to-Least Intrusive Prompting
Hierarchy. The Most-to-Least Intrusive Prompting Hierarchy will have three main steps
that are tailored for this instructional program (Full Physical Prompt, Model, and Direct
Verbal Prompt.)

An instructional session (during every level of the prompting hierarchy) for objective
one should follow this routine:

1. During recreation time, retrieve the game of LIFE (or Twister) from the cupboard
2. Instructor says to AP, We are going to play LIFE today. Please choose a friend
on your Nova Chat to play with.
-If AP needs assistance finding/choosing a friend, provide her with verbal
cues to achieve that such as Your Nova Chat is in your desk
-If further assistance is needed, say, Here, let me show you how to
choose a friend on your Nova Chat (retrieve the device, go to the
friends category and ask her to point at which friend shed like to play
with)
-If she still does not choose/respond, select a friend for her
3. Sit down with AP at a table
4. Open board game, taking all materials out
5. For the next steps of instruction, continue using the following prompting hierarchy.

Full Physical Prompt:
When it is APs turn and she needs to spin the spinner, verbally prompt AP: AP,
its your turn now. Im going to show you how to spin this spinner. Ill put my
hand above yours to help you.
Place your hand over APs and then proceed to guide her hand to spin the spinner
(Instructor should be doing all of the work for this step)
Proceed playing the game, following the full physical prompting procedures that
were just mentioned every time it is APs turn

Use this most intrusive prompt level for the first 3 board game sessions, then move to the
next prompt level in the hierarchy

Model:
Immediately after cue or previous step (say, Its your turn now. Im going show
you how to spin the spinner instead of putting my hand over yours this time) then
model the next step (spinning the spinner) making sure that AP is watching by
observing her eye contact.
Say, Now you try
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-If AP successfully spins the spinner within 5 seconds, provide positive
reinforcement (i.e. say, great job, you did it!) and mark an I for
independent in the correct spot of her data sheet
-If she does not correctly spin the spinner or does not make any action for
5 seconds, provide her with another modeling example of how to spin it
and mark a PP for partial participation in the correct spot of her data
sheet
-If she still doesnt respond or spin the spinner correctly within 5 seconds,
provide her with a full physical prompt by placing your hand over hers
and then spinning the spinner to help her carry out the task, saying This is
how you do it. Mark an N in the correct spot of her data sheet
Follow the above procedures for the rest of the board game whenever it is APs
turn.

Use modeling for three consecutive board game trials, and then move on to the next step
of the prompting hierarchy.

Direct Verbal Prompt:
When its APs turn, say, AP, it is your turn in the game.
Immediately after cue or Sd (previous step) provide direct verbal prompt on the
desired behavior, Please spin the spinner exactly how weve been practicing it by
turning it with your fingers.
-If AP spins the spinner within 5 seconds, provide specific positive
reinforcement (i.e. say, You spun the spinner all by yourself, excellent
job!) and record an I for independent in the appropriate column/row of
her data sheet
-If she does not correctly spin the spinner or does not make any action for
5 seconds, provide her with a modeling example of how to spin it and
mark PP in the correct column/row of her data sheet
-If she still doesnt respond or spin the spinner correctly within 5 seconds,
provide her with a full physical prompt by placing your hand over hers
and then spinning the spinner to help her carry out the task, saying This is
how you do it.
Continue following the above procedures for Direct Verbal Prompts throughout
the rest of the board game

Use direct verbal prompts until AP is spinning the spinner correctly and without
additional assistance (modeling, physical prompting, etc.) within 5 seconds for 80% of
her turns in the game for 4 consecutive trials (mastery.) Mastery can be easily
determined by referring to her data sheet and taking note of how many Is she received
during a game.




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An instructional session (during every level of the prompting hierarchy) for objective
two should follow this routine:

1. During recreation time, retrieve the card game UNO (or Go Fish) from the
cupboard
2. Instructor says to AP, We are going to play UNO today. Please choose a friend
on your Nova Chat to play with.
-If AP needs assistance finding/choosing a friend, provide her with verbal
cues to achieve that such as Your Nova Chat is in your desk
-If further assistance is needed, say, Here, let me show you how to
choose a friend on your Nova Chat (retrieve the device, go to the
friends category and ask her to point at which friend shed like to play
with)
-If she still does not choose/respond, select a friend for her
3. Sit down with AP at a table
4. Take cards out
5. Provide AP with the correct number of cards
6. For the next steps of instruction, continue using the following prompting hierarchy.

Full Physical Prompt:
During the game, say, AP, Im going to show you how to hold your cards
correctly during this game. They need to be facing you at all times and all right
side up. Ill put my hands around yours to help you.
Place your hands around APs, spreading cards out in a fanlike matter while
saying, Now you can see all of your cards.
Physically reposition AP so that she is sitting/holding the cards in a way that her
opponent cannot see them and say, You need to sit and hold your cards so that
that other players cant see them.
Observe the cards, if there are any that are upside down, point them out by saying,
This one needs to be turned around so that you can easily see it, while
physically carrying out that task.
Proceed playing the game, adjusting/providing full physical assistance to AP
whenever necessary.

Use this most intrusive prompt level for the first three card game sessions, then move to
the next prompt level in the hierarchy

Model:
Immediately after cue or previous step (say, AP, this time Im going to show you
how to hold your cards correctly during the game) then model the next step (grab
appropriate number of cards and hold them correctly) making sure that AP is
watching by observing her eye contact.
Say, Now you try, handing her the correct number of cards
-If within 15 seconds, AP successfully holds the cards all facing in the
right direction, hidden from her opponent, and in a fanlike matter, provide
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positive verbal reinforcement (i.e. say, great job, you did it!) and mark
an I for independent in the correct spot of her data sheet
-If she does not correctly hold her cards or does not make any action for
15 seconds, provide her with another modeling example of how to hold
the cards and mark a PP for partial participation in the correct spot of her
data sheet
-If she still doesnt respond or hold the cards correctly within 15 seconds,
provide her with a full physical prompt by placing your hands over hers
and adjusting all cards, and saying, This is how you hold the cards the
right way. Mark an N in the appropriate spot of her data sheet
Follow the above procedures throughout the rest of the card game when
necessary.

Use modeling for three consecutive card game trials, and then move on to the next step of
the prompting hierarchy.

Direct Verbal Prompt:
Immediately after cue or Sd (handing AP the correct number of cards) provide a
direct verbal prompt for the desired behavior, AP, please hold the cards
correctly, making sure the cards are all facing in the right direction, hidden from
other players, and in a fanlike matter.

-If AP holds the cards in the correct matter under the conditions above,
provide specific positive reinforcement (i.e. say, You are holding them
the right way, excellent job!) and record an I for independent in the
appropriate column/row of her data sheet
-If she does not correctly hold the cards or does not make any action for
15 seconds, provide her with specific constructive feedback on how she
was holding them incorrectly in addition to a modeling example of how to
hold them and mark PP in the correct column/row of her data sheet
-If she still doesnt respond or hold them correctly within 15 seconds,
provide her with a full physical prompt by placing your hands over hers
and then readjusting where necessary while saying, This is how you
should hold them, (and adding what error she made such as cards being
upside down, etc.) Mark a N on her data sheet in the appropriate column.

Use direct verbal prompts until AP is holding the cards in a fanlike matter with her hands
making sure that they are visible to only her, for 100% of the game time over the course
of 6 consecutive trials (mastery.) Mastery can be easily determined by referring to her
data sheet and taking note of how many Is she received during a game.





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An instructional session (during every level of the prompting hierarchy) for objective
three should follow this routine:

1. During recreation time, retrieve a softball to play with
2. Instructor says to AP, We are going to play catch today. Please choose a friend
on your Nova Chat to play with.
-If AP needs assistance finding/choosing a friend, provide her with verbal
cues to achieve that such as Your Nova Chat is in your desk
-If further assistance is needed, say, Here, let me show you how to
choose a friend on your Nova Chat (retrieve the device, go to the
friends category and ask her to point at which friend shed like to play
with)
-If she still does not choose/respond, select a friend for her
3. Go outside (or into the gymnasium)
4. For the next steps of instruction, continue using the following prompting hierarchy.

Full Physical Prompt:
Say, AP, Im going to show you how to play catch today. Ill put my hand
around yours to help you.
Place your hand around APs, with the soft ball in her hand.
Lift her arm making sure your hand is keeping her hand secured around the ball
and throw it to her partner
Once her partner is ready to throw the ball back, say, Now you are going to catch
the ball. You will catch it by using both hands, while positioning her hands
correctly.
Follow the above procedures, providing full physical assistance to ensure that AP
throws and catches the ball 5 times each way.

Use this most intrusive prompt level for the first 2 games of catch, and then move to the
next prompt level in the hierarchy

Model:
Immediately after cue or previous step (say, AP, this time Im going to show you
how to correctly throw and catch a softball) then model the next step (throw the
ball, using the underhand technique in the direction of her partner) making sure
that AP is watching by engaging eye contact.
Say, Now you try, handing her the ball
-If within 5 seconds, AP successfully throws the ball in the right direction,
provide positive verbal reinforcement (i.e. say, great job, you did it!)
and mark an I for independent in the correct spot of her data sheet
-If she does not correctly throw the ball or does not make any action for 5
seconds, provide her with another modeling example of how to throw the
ball and mark a PP for partial participation in the correct spot of her data
sheet
-If she still doesnt respond or throw the ball successfully within 5
seconds, provide her with a full physical prompt by placing your hand
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over hers and throwing the ball, and saying, This is how you should
throw the ball. Mark an N in the appropriate spot of her data sheet
Follow the above procedures for catching as well, making sure to model when
additional support is needed.

Use modeling for three consecutive games, and then move on to the next step of the
prompting hierarchy.

Direct Verbal Prompt:
Immediately after cue or Sd (handing AP the softball) provide direct verbal
prompt on the desired behavior, AP, please throw and catch the ball exactly how
weve been practicing it, making sure to throw it in your partners direction and
using both hands when catching the ball.
-If AP throws/catches the ball under the conditions above, provide specific
positive reinforcement (i.e. say, You threw/caught the ball exactly the
way you were supposed to, excellent job!) and record an I for
independent in the appropriate column/row of her data sheet
-If she does not correctly throw/catch the ball or does not make any action
for 5 seconds, provide her with a modeling example of how to perform the
task and mark PP in the correct column/row of her data sheet
-If she still doesnt respond or throw/catch the ball for 5 seconds, provide
her with a full physical prompt by placing your hands over hers and
carrying out the task This is how you throw/catch the ball. Mark a N
on her data sheet in the appropriate column.

Use direct verbal prompts until AP has thrown and caught the ball 5 times successfully,
while standing 5 feet away from her partner for 5 consecutive trials (mastery.) Mastery
can be determined by referring to her data sheet and taking note of how many Is she
received during a game.

h. Reinforcement Type and Procedures

Type: This program will utilize positive reinforcement in the form of verbal praises such
as thats correct and great job! when the student performs a task correctly (during
steps 2 and 3 of the Most-to-Least Prompting Hierarchy across all three skill objectives.)
The type of verbal praise will be varied (i.e. You did it, Well done, Thats correct)
to ensure that reinforcements arent robotic. Reinforcements administered during the
third step (Direct Verbal Prompt) should be more specific to the students achievement
(i.e. Great job throwing that ball, you did it exactly as weve been practicing!) During
the Full Physical Prompt level of instruction (Step 1), there will not be an opportunity for
AP to answer a question right or wrong, as the instructor should be doing all of the work.
Therefore, reinforcement will not be utilized during this step. Rather, the instructor
should praise AP for her hard work at the end of these lessons by saying phrases such as,
You should feel proud of yourself for finishing that game of UNO!

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Schedule: Because the student being targeted in this program has shown progress in
previous instructional programs that used positive reinforcement, it will not be faded
during steps 2 and 3 of instruction. Rather, it will be administered on a consistent level.
Positive reinforcements should not be given after every correctly performed task (as that
would make the praise less meaningful). It should also not follow a specific pattern. An
example of the schedule for administering reinforcements is: task, task, reinforcement,
task, reinforcement

i. Maintenance

Once AP has achieved mastery across all skills involved in this instructional program, she
will continue to practice them during recreation time as well as at home to facilitate
maintenance. During recreation time, AP will reduce time spent practicing the three skills
from at least once per week to once every two weeks. The instructor should collaborate
with her family via weekly check-ins (a phone call or e-mail home) inquiring about the
skills in this program. An example of some questions the instructor should be asking is:
Is AP playing catch at home? Have you noticed during card games she is holding cards
appropriately? How often have you been performing these activities with her at home?
Its important to keep open communication with her family to ensure that AP continues to
maintain her skill mastery.

























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Rationale for Choice of Methods/Procedures

Based on the information I received through the brief literature review, my
students learning characteristics, and the skills involved for each objective, I developed
my instructional program. I decided that Most-To-Least prompting hierarchy would be
the best option for teaching all three of the target skills, and I was able to construct one
instructional program because while the details/tasks for each step were different, the
three main steps of the hierarchy were the same across all three skills.
I also took into consideration what many of the authors discussed about the
importance of clarity in guidelines and expectations. Because AP has a severe, non-verbal
form of Autism, the recommendation to be clear resonated strongly throughout my
instructional planning. For example, I chose to begin instruction on each skill by
providing full physical prompting. I decided it would be best to start with this most
intrusive form of prompting because it would give her a concrete example of the task. AP
typically requires full physical prompts when learning a new hands-on activity, so I
determined that using this to introduce each skill would be best.
In addition to incorporating a full physical assistance step, during the Direct
Verbal Prompt step of the prompting hierarchy, I made sure to tell AP exactly what I
wanted her to do (i.e. AP, please hold the cards correctly, making sure the cards are all
facing in the right direction, hidden from other players, and in a fanlike matter.) In turn,
I am minimizing the opportunity for errors to occur and maximizing the likelihood that
she learns the skill correctly.
After performing some research on assessments, I chose to administer on-the-
spot performance observations because based on the nature of my instructional program
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and the strategy in place, I didnt feel as if itd be appropriate to administer a written test
or anything of that sort. The skills involved in the program are all measurable by
observation; therefore I concluded that this option would be optimal. Additionally, I
would ideally have the same instructor administering the assessment every time so that
the scores from each assessment would be consistent and accurate.