Kimmy Petillot (Tangren)

SPED 441

Generalized Discrimination Task Final Write-Up

The student I worked with was 21 years old and just graduated high school. I choose to
use my Generalized Discrimination Task with them to determine what they knew about the
differences in common mathematical symbols, such as addition, subtraction, multiplication, and
division. The program was designed follows:

Instructional Objective: The student will be able to differentiate between common

mathematical symbols, such as addition, subtraction, division, and multiplication, by name when
shown flash cards in the classroom with 90% accuracy on four consecutive tries.

Concept Analysis:
Relevant Dimensions: The shape and orientation of the symbol.
Irrelevant Dimensions: The size and color of the symbol.

Phases:
I. Say, What is the name of this? and point to the flash card. Allow 1 second for a
response and then say the name of the symbol.
II. Say, What is the name of this? and point to the flash card. Allow 2 seconds for a
response and then say the name of the symbol.
III. Say, What is the name of this? and point to the flash card. Allow 3 seconds for a
response and then say the name of the symbol.
IV. Say, What is the name of this? and point to the flash card. Allow the student to
answer independently.

Steps:
1. Addition +
2. Subtraction -
3. Addition + and Subtraction -
4. Multiplication x
5. Addition +, Subtraction -, and Multiplication x
6. Division
7. Addition +, Subtraction -, Multiplication x, and Division

Error Correction Procedures:

1. Say, The name is (insert symbol name). What is the name?
2. Move to a previous phases if more assistance is needed.
3. Recognize when the student gets three in a row correct by saying, Look at how many
you got right, keep up the great work!
Reinforcement: Provide verbal praise such as, Thank you for working so hard and, This is
how many you have gotten correct so far. You are making great progress.

Baseline Data:
Student Name: ***** Date: 6/22/17 Instructor: Kimmy
Prompt: Which pictures shows (insert mathematical symbol name)?
Sign: Score*: Notes: Level of Assistance Needed:
Addition + 0 No response Allow 1 second for a response and say
the name of the symbol.
Subtraction - 0 Pointed to addition Allow 2 second for a response and say
the name of the symbol.
Multiplication x 0 No response Allow 1 second for a response and say
the name of the symbol.
Division 0 No response Allow 1 second for a response and say
the name of the symbol.
* 1 = Can independently get the right answer. 0 = Cannot independently get the right answer.

Data Collection:
Student: Douglas Tries: Discrimination Task
Absolute
Date: Phase: Step: 1 2 3 4 Frequency: Percentage: Notes:
6/27/17 I 1 0 0 + + 2/4 50%
6/29/17 I 1 + 0 + 0 2/4 50%
6/29/17 I 2 0 + 0 0 1/4 25% Would point to
division instead of
subtraction.
7/6/17 II 1 + + + 0 3/4 75%
7/6/17 II 2 + + 0 0 2/4 50% Would point to
multiplication or
addition rather than
subtraction. Got the
last two tries right with
correction.
7/7/17 II 1 0 0 0 + 1/4 25%
7/7/17 II 1 0 0 0 0 0 0% Pointed to division for
every try instead of
addition.
+ = Correct Answer 0 = Incorrect Answer

The highest step I ended up testing with my student was step two. I did not want to go
higher until they successfully completed the first two steps. As I taught this program, I changed
the way I asked my questions in order to better meet the needs of my student. Instead of saying,
What is the name of this? I said, Point to the picture which shows (insert mathematical
symbol). This allowed for greater student participation and responses.
 Although the student I worked with did not complete the objective of the instruction
program, I did appreciate the practice it gave me and what I learned about Generalized
Discrimination Tasks. If I were to continue the program, I would change the criteria for meeting
the goal to better match the number of responses needed. For example, my criteria of 90% cannot
be achieved unless a student gets all four tries correct. In addition to this, I would spend more
providing trials and examples in order for the student to truly master the concepts. I would also
spend more time getting to know the student to see how they are performing in other areas.
Overall, I enjoyed working with my student and learning more about Generalized Discrimination
Tasks in the process.