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Additionally, I recorded the observed behavioral and communication skills on a checklist. I observed that in each session that the student had, it improved his behavioral and communication skills.
Observation requires attention; I took a period of about an hour to observe each student. In the process, I kept involving the student to ensure their attentiveness and reduce chances of boredom. Some activities were physical activities that included doing puzzles and job activities or super brain exercises which encouraged communication and interaction as well as developmental activities such as Webber Photo Cards and Jenga game.
During data collection, I used the tally sheets to check on their behaviors both the desired and undesired. To enhance accuracy, I assigned a score sheet to each student where I recorded their outcome for every session. To ensure consistency of data, I held meeting twice every week for a period of five weeks with each session being one hour long. In the undesired tally sheet, it had four behaviors I was supposed to observe in each student. The first thing that I was checking was the capability of a student to pay attention. In this, I wanted to identify and then record on a tally sheet the number of times a student failed to pay attention in an ongoing procedure or activity. If in a day a student failed to pay attention three times, I would tally thrice for that student that day. The second thing I was checking was the number of times the student went off the allocated task. My observation was therefore based on the tendency of a student to leave the task for other activities. I recorded data for three sessions in a week for five weeks. Additionally, I also checked for the student’s incomplete work behavior and out-of-seat behavior during all the sessions that I had with them for the whole duration.
As for the behaviors, I was looking out for the desired behavior presented by each student in every session for five weeks. The first
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