Signing off

At the outset of this project, the goal was to answer several questions:

• Would Ian achieve greater independence?
• Would Ian's quality of life be enhanced?
• Would his cognitive functioning improve?
• Would his capacity for learning increase?
• Would he begin to enjoy learning?

After the intervention, I'm happy to report that the answer to all of these questions is a resounding 'Yes'.  Ian's decrease in the need for physical prompts is direct evidence of being more idependent.  By growing to be more idependent, achieving more regular success, communicating that he was proud of himself, and by the overall decrease in the number of cues and prompts needed, Ian did enhance his quality of life.  His cognitive function also improved - he increased his accuracy in all 3 areas (beginning sounds, ending sounds, and rhyming); the data supports this conclusion.  As the intervention progressed, Ian's phonemic awareness improved greatly; longer-term, he will be able to use that increased awareness to read more words, segment words more effectively, and spell better - all areas that will increase his overall capacity for learning.  Through this exercise, he also began smiling, clapping, and cheering as his skills increased, it was evident that he enjoyed learning more. 

Overall, Ian's intervention was a great success and I learned a great deal about how quickly a child's capacity for learning and cognitive independence can increase when given the appropriate function.  By taking data and focusing on areas of need, I was able to develop a strategy for helping Ian to become a better, more proficient student.  In the process, he blossomed and became more confident.  It is my sincere hope that Ian's progress continues and that he will continue to be confident in his abilities and to enjoy the learning process more fully.