1. Project Presentation: Learner: Julian. Task: Making a Ham and Cheese Sandwich

2. Issues encountered: Spreading butter onto bread cutting the sandwich opening ham from packet

3. Has criterion been reached? Criterion has now been met, as I have watched my learner complete the task 2 consecutive times to the required quality with all steps correct. No errors have occurred, he has improved on his confidence making him complete making the sandwich with ease and accuracy. – The quality of his performance of doing the task he has successfully buttered the bread evenly so that butter is spread all over bread, placed the correct amount of ham on cheese, has cut bread into two. Ways of measuring his performance: the finished product of his sandwich was correct, ham wasn't hanging out of bread or cheese, butter spread evenly so their is none on the sides of bread. Julian is now competent at doing the task, he completed all steps correctly with the right quality.

4. Reaction of the learner and others involved to the project Julian loves food, so before commencing sessions, I knew he would enjoy making a ham and cheese sandwich Before the sessions commenced, Jules would be smiling and squealing as this is how he expresses his emotions, his reaction to the task was he was always excited to make the sandwich with me and through the sessions I believe I got to know him better as a person. Reactions from others in the project like Julian's teacher was so positive as I would always update her on how he has been going. She was amazed at Julian's participation with the project as she told me before sessions started that he it takes him a while to get to know somebody and communicate with them. But Julian instantly I got a good vibe from him, she said she had never seen him that happy to work with someone he had never met before, so to hear her say that was really positive. Throughout the sessions, Julian's behaviour changed, he became a lot more focused and confident with the task. When I provided assistance to Julian I always used positive reinforcement and feedback, from this Julian’s reaction was happy and positive and I believe he liked me smiling and nodding when he did steps right.

5. Opportunities and strategies for maintenance, generalization and future skill development by the learner Jules has made progress with remembering what step comes next and has become much more independent with the task, not needing anymore physical or modelling prompts, Fading during the task worked well in that there is a gradual change in the prompts I’m using; they're less intrusive towards Julian which makes him much more aware of the natural stimuli. In maintaining Julian's level of independence with the task, he can only gain more confidence and consistency with it. Julian should continue to practice the task over and over as he will be able to remember the task step by step needing no assistance. I attribute Julian's improvement to his practice to his own skills and task consistency. For future skill development, Jules should maintain practice of the task through repetition so that he doesn’t forget steps of the task and is able to remember and link the stimulus and response with each other.

6. Personal Reflection I really enjoyed the experience of doing this project with Julian. Throughout the project, he has continued to amaze me when completing the task. The most important aspect of doing this project with Jules is that he has been enjoying doing the task, his improvement with doing each step of the task, becoming more independent, and seeing a smile on his face when doing it, I've seen a different side to Jules throughout the sessions, his response to my prompts throughout teaching sessions, has improved session by session, key aspect is that he now understands each step he is doing, buttering bread, cutting bread, putting ham and cheese on and can do it independently. What I’ve learnt throughout from this project is who my learner is as a person, what are their interests and being able to know this, this helped me to use prompts that suited his needs, ones that benefited him completing steps correctly. I have learnt that the key aspect when doing this project was so maximise Julian's independency with the task, help him to gain independence with doing the task through correct prompting, positive feedback and reinforcement, fading so that he can complete the task to the required quality.