Client: Andy
Clinician: Jackie Masters
Date: February 18, 2002

Objectives:
Andy will use appropriate words to ask for a toy 10 times during a 20 min therapy session.

Procedures:
Clinician will present desired items and model appropriate ways to ask for the toy while reinforcing on a 1:1 fixed ratio.

Materials:
various toys

Results and Observations:
Andy’s attention is improving. He seems to enjoy coming to therapy more. He is more cooperative. Changing from food to toys in our activity has helped tremendously. He actually wants to ask for the toys. He especially likes the brown rabbit. Previously, Andy would scream and grab for the rabbit instead of asking. He only tried to grab the toy out my hands twice in this session. He is now using words or phrases, such as "Please" and "hand me" to request the toy. Andy appropriately asked for the toy 10/15 times. He did meet his goal. This is slight progress over last week in which he only appropriately asked 7/15 times. Last week, he grabbed for the toy five times. He is starting to exercise more self-control, which is a big step. Andy’s attention is also improving, so I will try to start keeping him longer in therapy. This way we will can have more time and can try more attempts. Andy's progress is slow but steady. One of the things we are working on is for Andy to be more vocal. I want him to use speech to fill his needs more than gestures or grunts. He is really starting learn that he gets what he wants quicker if he talks.

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Client: Andy
Clinician: Jackie Masters
Date: February 19, 2002

Objectives:
Andy will use appropriate words to ask for a toy 15 times during a 25 min therapy session.

Procedures:
Clinician will present desired items and model appropriate ways to ask for the toy while reinforcing on a 1:1 fixed ratio.

Materials:
various toys

Results and Observations:
Andy had a little difficulty towards the end of the session. He was not used to staying so long. He had trouble paying attention and staying on task. His behavior did not become a problem, he is still manageable, but his production broke down during the final five minutes of the session. Andy did try to grab the toy out of my hands twice today, same as last session. However, both grabs occurred during the last five minutes of the session. I think he was tired and frustrated, which lead to this behavior. When he became fatigued, he reverted back to simplier form of achieving his means, i.e. grabbing. Andy appropriately asked for a toy 10/18 times. This is not progress. He responded correctly the same amount as yesterday, but percentage wise, he has regressed. I think this is because of the addition of time to the session. It was a little confusing for him. I want to continue having 25 minute sessions so that he will get accustom to being in therapy longer. Another thing Andy needs to work on is adjusting to change. This one is so hard for some kids, but I am confident that Andy can do it. He is still doing well. We just need to spend more time together.

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Client: Andy
Clinician: Jackie Masters
Date: February 20, 2002

Objectives:
Andy will use appropriate words to ask for a toy 15 times during a 25 min therapy session.

Procedures:
Clinician will present desired items and model appropriate ways to ask for the toy while reinforcing on a 1:1 fixed ratio.

Materials:
various toys

Results and Observations:
Andy was still distracted during the last five minutes of the session, however, it affected his performance less today. He only tried to take the toy from me once today. Andy correctly asked for a toy 12/18 times. Andy has not met his goal but is improving slightly from yesterday. I plan on continuing with the extended session and with the same goal for the next session. The time addition was tough for Andy, but it did not effect his performance that much. If Andy continues to improve over the next few months, I may consider adding another five minutes to his sessions. Also, I received permission from Mr. & Mrs. Everstan to use Andy in my presentation at the Autism Workshop in May.

Proceed to Jackie Master's presentation

Table of Contents

Our tasks this week included producing drafts of our next two genres, performing peer reviews, completing another library search, completing a prompt, and continuing with our mailing lists.

The content addressed this week was similar to the previous weeks. This week we really concentrated on working on our genres instead of tackling new topics.

I have found that all the searches we have been doing have made me feel very direct and swift. When I am searching for some information, I am now very confident and know which databases to search and which key words to use. Searching is becoming relatively painless and much more productive. This week when completing my peer reviews, I tried not to think about what the research questions were. I tried to look at the genres from a blind perspective. This way I could try then to think of ways the genres could be improved to better inform the reader.

When working on my genres this week, I really tried to keep in mind what information I wanted this voice to convey. This means thinking ahead to what my other genres will convey. This project really demands constant flexibility. In my head, I change my genres and voices about twice a day. I have gone a head and done the genres that I know I want to keep the same. The ones I have left are the ones that I keep changing in my head. I guess this week I will have to
make a firm decision about the structure of my project.

I really feel like I learned a lot from the reviews. It was good to get a look at some of the other projects to get an idea of how I can improve mine. The peer reviews a little hard for me because I am always afraid that I will come across as mean. I, for some reason, have never been good at judging the work of others. The reviews, in general, were a little hard because this project isn’t going to make to much sense in pieces. I think that once we have all six genres and our preface done it will start to make some sense. This isn’t like a research paper in which you can look at a paragraph and know exactly where it fits in the body of the paper. This is a little more complex. The genres do not just convey the information, they convey the information in a voice. The voices influence each other and affect the information. This is tricky stuff.

I have no questions for this week.