Dori Senatori

     The paired stimulus preference data was collected over a five day period in my case study student’s adapted P.E. classes and in her classroom during snack time. My student’s teacher reports that she does very well with a structured schedule and familiar toys and foods offered with utilizing her choice board and finished basket. Based on the suggestion from my case study student’s teacher there were no new food or toy choices added to the paired stimulus preference data collection. The number of trials were three in each session based on my student’s attention span, time constraints of the class and my student’s schedule.

     Classroom snack time assessments were completed in a quiet room with my case study student seated in her usual place at the table while I sat beside her. The food choices that were offered were based on my student’s diet and list of favorite past choices which I selected from with her teacher’s guidance. Per my case study student’s teacher if a new food were to be introduced it would have to be over a very gradual period of time since my student becomes extremely upset when new choices are introduced, therefore it was strongly suggested that I choose from her current list of food choices. I had the opportunity to offer three choices during her 35 minute snack time over the course of two days, and she consistently chose the same snacks without hesitation both days. I would offer her each snack in her divided snack bowl, and before putting each one in the bowl I would say the name of the food choice and tap the bowl to indicate which side of the bowl the food item was on. My student would appear to be listening closely, and follow the sound of my tapping on the bowl to guide her to the food choice as I verbally labeled it. In the case of the hummus choice I tapped the side of the bowl with a spoon and let the spoon lie in the bowl with the hummus, however my student immediately felt for the hummus and when she also felt the spoon she threw it on the floor and began eating the hummus with her hands. I consulted with her teacher about this, and per her teacher the student eats her hummus with her hands because she does not like utensils.

     Adapted P.E. allowed rest breaks with toy choices throughout the class since my student would become tired and lose interest, so I also kept the student’s consistent choices of toys as I did with her food choices per her teacher’s guidance. The P.E. class was a much bigger space, had music playing, and included two other students as well. I presented my student with two toy choices on her choice board while she was seated on her play mat. I used the same technique of labeling the toy before placing it on the choice board and tapping the choice board to let the student know which side the toy was on. I was very close to my student while telling her the choice in her ear so that she could hear me. The first day it was obvious that she preferred her slinky fish and smooth round ball, the student has some clear patterns of communication especially throwing when she doesn't want something. Over the course of the next two P.E. days my student continued to consistently choose her slinky fish and smooth round ball, but then surprised me by choosing her maraca two days over the cow bell. In retrospect, offering my student a sound toy in an already loud P.E. gym with music playing may not have been the smartest choices to offer.

     My case study student M chose hard plastic toys over the three day period consistently. M would take the toy and immediately put it to her mouth and make humming sounds. M chose the maraca two out of the three days and she would shake this toy very close to her ear after I would demonstrate the sound it made. M’s food choices were very consistent over both days. I was surprised of M’s choice of the hummus and the oranges based on their textures, especially since she chose hard plastic toys over the three day period I had expected her to choose neither the hummus nor the yogurt and crunchy apples instead of soft oranges.