Goal #1: In a one-on-one clinical setting, Billy will demonstrate an understanding of turn-taking given verbal cues with 80% accuracy in a 30 minute session, measured by observation and data collection.

Activity #1: While playing with building blocks (activity), the clinician will tell Billy that they will be building a tower with the blocks (scaffolding), and model (strategy) to Billy by saying, “I will add a block, and then it’s your turn!” Each time a turn is properly taken, a recking ball is moved one step away from the tower, and the recking ball is moved closer to the tower each time a turn is skipped. The clinician will ask, “what do you think will happen if the recking ball gets too close?” (open questions) each time a turn is skipped. Billy needs to use proper turn-taking to successfully stack 8 out of 10 blocks in order …show more content…
The spaceship is divided into six sections, each marked with a number ranging from one to six. Each numbered section corresponds to a color: 1=red, 2=orange, 3=yellow, 4=green, 5=blue, and 6=purple. The clinician will use scaffolding to instruct Billy to “use good listening skills” in order to properly color each section of the spaceship before it can “take flight.” Each time the clinician gives instruction, she/he should emphasize which section and color to use, by saying “use purple to color in section six” (scaffolding). Billy should follow directions and pick the appropriate color for each corresponding section of the spaceship. Event casts (strategy) will be used throughout the coloring process to keep Billy’s attention and interest on the activity, and not on the other classroom distractions. For example, the clinician should say, “you’re almost ready to take flight, just keep coloring!” Visual cues can be used by showing Billy a sample of what the finished spaceship will look like, but no more than three visual cues are