evaluari pap

7/29/2019 Evaluari Pap

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bB PECS PHASE I

THE PHYSICAL EXCHANGE

SD: NO SD!!!!!

NO VERBAL PROMPTS AT ALL

GUIDELINES:

1. Present the child with one preferred reinforcer. As the child reaches for the item, trainerA assists the child to pick up the picture, reach to trainer B, and release the picture intotrainer B's hand. Once the picture touches the trainer's hand, the child should be given thereinforcer immediately with the reinforcers label.

2. Fade Trainer A. The child should release the picture into Trainer B's open hand. As soon asthe picture reaches the trainer's hand, the child is given the reinforcer and the verbal label.Continue this step until the child, upon seeing the open hand, picks up the picture andreleases it into the trainer's open hand.

3. The child must pick up the picture and put it into the trainer's closed hand.

CRITERIA: 90% over two trials with two different trainers

1



PECS FAZA I

SCHIMBUL FIZIC AL IMAGINII

SD: NICI UN SD!!!!!NU SE FOLOSESTE NICI UN FEL DE PROMPT FIZIC

INDRUMARI:

1. Presentati copilului un obiect/o recompensa preferata. Cand copilul intinde mana spre obiect,instructorul A ajuta copilul sa ridica imaginea, sa intanda mana spre instructorul B si sa punaimaginea in mana acestuia. Imediat ce imaginea atinge mana instructorului B, instructorulofera recompensa copilului in acelasi timp cu denumirea verbala a recompensei..

2. Instructorul A trebuie sa intervina din ce in ce mai putin. Copilul trebuie sa puna imaginea inmana deschisa instructorului B. Imediat ce imaginea atinge mana instructorului, instructorulofera recompensa copilului in acelasi timp cu denumirea verbala a recompensei. Continuatiacest pas pana cand copilul, in momentul in care vede mana deschisa a instructorului ridicaimaginea fara ajutor si o pune in mana deschisa a instructorului.

3. Copilul trebuie sa ridice imaginea si sa o puna in mana inchisa a instructorului.

CRITERIU: 90% in doua sesiuni consecutive cu doi terapeuti diferiti.

2



PECS PHASE II

EXPANDING SPONTANEITY

SD: NO SD!!!!

NO VERBAL PROMPTS

GUIDELINES:

1. Place one picture on the child's communication book. The trainer should move thedesired item out of the child's reach, then the child is to remove the picture and place itinto the trainer's hand. If needed, use physical assistance. Reinforce the child as theexchange is made.

2. As the child begins the exchange, the trainer moves away from the child. Reinforcethe child as the exchange is made.A. The trainer is 1 step away from the child.B. The trainer is 3 steps away from the child.C. The trainer is 5+ steps away from the child.D. The trainer is across the room from the child.

3. Increase the distance from the child to the communication book. The child must go tothe picture and then go to the trainer with the picture to make the exchange.A. The child must walk 1 step to the book.B. The child must walk 3 steps to the book.C. The child must walk 5 plus steps to the book.D. The child must walk across the room to the book.

CRITERIA: 90% over two trials with at least three different trainers.

3



PECS FAZA II

DEZVOLTAREA SPONTANEITATII

SD: NICI UN SD!!!!

NU SE FOLOSESTE PROMPT VERBAL

INDRUMARI:

1. Puneti o imagine in caietelul de comunicare al copilului. Instructorul trebuie sa punaobiectul pe care copilul il doreste undeva unde copilul nu are acces la el, iar copilul trebuiesa ia imaginea si sa o puna in mana instructorului. Daca este nevoie, folositi prompt fizic.Recompensati copilul in momentul in care schimbul de imagine este efectuat.

2. Odata ce copilul incepe sa faca schimbul de imagine, instructorul se indeparteaza de copil.Recompensati copilul imediat ce schimbul de imagine este efectuat.

A. Instructorul este la un pas departare de copil..B. Instructorul este la 3 pasi departare de copil.C. I nstructorull este la 5 + pasi departare de copil.D. Instructorul este in cealalta parte camerei fata de copil.

3. Cresteti distanta dintre copil si caietelul de comunicare. Copilul trebuie sa se duca la imaginesi apoi sa se duca la instructor cu imaginea si sa faca schimbul.

A. Copilul trebuie sa mearga 1 pas spre caietelul de comunicare.B. Copilul trebuie sa mearga 3 pasi spre caietelul de comunicare.C. Copilul trebuie sa mearga 5 + pasi spre caietelul de comunicare.D. Copilul trebuie sa mearga spre caietelul comunicare care se afla in cealalta parte a

camerei.

CRITERIU: 90% timp de doua sesiuni cu cel putin trei instructori diferiti.

4



PECS PHASE III

DISCRIMINATION

SD: NO SD!!!!

NO PROMPTING

GUIDELINES:1. Present the child with two pictures on his communication book, one highly desired and onenon-preferred. The child needs to exchange the highly desired picture.

2. Present the child with 2 highly desired pictures.

3. Present the child with 3 highly desired picture.


5. The child will flip through the pages of his/her communication book to locate the correcticon and exchange it with the communicative partner.

Have the program coordinator conduct a correspondence check to ensure that the child isdiscriminating.

ERROR CORRECTION:

MODEL-PROMPT-SWITCH-REPEAT MODEL= Trainer models the correct picturePROMPT= Trainer prompts to correct picture and child imitatesSWITCH= Trainer gives non-related direction (clap, stand)REPEAT= Trainer presents the two pictures

CRITERIA: 90% over two days with three different trainers

5



PECS FAZA III

DISCRIMINAREA/DIFERENTIEREA IMAGINILOR

SD: NICI UN SD!!!!

FARA PROMPT

INDRUMARI::1. Presentati copilului doua imagini pe caietelul de comunicare, o imagine a unui obiect preferat,si o imagine a unui obiect nepreferat (un obiect pe care copilul nu-l vrea). Copilul trebuie sadea instructorului imaginea obiectului preferat.

2. Presentati copilului 2 imagini a 2 obiecte preferate.



5. Copilul va putea sa dea paginile caietelului de comunicare, sa caute si sa gaseasca imagineacorecta si sa faca schimbul cu persoana cu care el/ea comunica.

Coordonaorul programului trebuie sa se asigure ca, atunci cand copilul face schimbul, el/eadiscrimineaza imaginile (din cand in cand, dupa ce copilul a schimbat o imagine, lasati-l saaleaga obiectul pe care l-a cerul dintre mai multe obiecte – in cazul in care copilul alege un altobiect decat cel al carei imagini a dat-o, inseamna ca el/ea nu dicrimineaza intre intreimagini).

PROCEDURA DE CORECTARE A ERORII:

MODEL-PROMPT-SCHIMBA -REPETAMODEL= Instructorul modeleaza ridicarea imaginii corecte.PROMPT= Instructorul prompteaza copilul sa ia imaginea corecta si sa faca schimbul, insa nu-Iofera recompensa copilului.SCHIMBA= Instructorul da copilului o instructiune care nu are legatura cu PECS (ex. “aplauda,sus)REPETA= Instructorul prezinta iarasi copilului cele doua imagini.

CRITERIU: 90% timp de doua zile consecutive cu trei terapeuti diferiti.

6



PECS PHASE IV

SENTENCE STRUCTURE

SD: NO SD!!!

NO VERBAL PROMPTS

GUIDELINES:1. Place “I want” picture on the sentence strip. The child must put the desired picture onthe sentence strip and exchange the entire strip with the trainer. The trainer reads thesentence as the child points.

2. “I want” is randomly placed on cover of the communication book. The child mustform the sentence “I want” with the desired item picture.

3. Trainer must set up opportunities for the child to request objects not in sight.A. The child requests objects not in sight 5 times a day.B. The child requests objects not in sight 10 times a day.

ERROR CORRECTION: Physically guide the child’s hand.


7



PECS FAZA IV

CREAREA DE PROPOZITII

SD: NICI UN SD!!!

FARA PROMPT VERBAL!

INDRUMARI:1. Instructorul pune imaginea cu “Eu vreau” pe fasia de propozitie. Copilul trebuie sa punaimaginea obiectului dorit pe fasia de propozitie si sa schimbe fasia de propozitie cuinstructorul. Instructorul citeste propozitia in timp ce copilul arata spre fiecare imaginein parte.

2. Imaginea cu “Eu vreau” este pusa la intamplare pe caietelul de comunicare. Copilultrebuie sa formuleze o propozitie cu imaginea “Eu vreau” si imaginea obiectului dorit.

3. Instructorul trebuie sa creeze situatii in care copilul sa ceara obiecte care nu sunt lavedere.

A. Copilul cere obiecte care nu sunt la vedere de 5 ori pe zi.B. Copilul cere obiecte care nu sunt la vedere de 10 ori pe zi.

CORECTAREA ERORII: Instructorul ghideaza fizic mana copilului sa creeze propozitii cuimaginile corezpunzatoare si eventual, sa faca schimbul de fasie cu instructorul.

CRITERIU: 90% in doua zile consecutive cu trei terapeuti diferiti.

8



PECS PHASE V

RESPONDING TO “WHAT DO YOU WANT?

SD: “What do you want?”

GUIDELINES:1. Present child with “I want” and a desired item picture. The trainer says SD as shepoints to the “I want”. The child should form the sentence “I want desired item.”The child then receives the item requested.

2. Increase the time between giving SD and pointing to the “I want.” The objective isthat the child should begin forming the sentence before the trainer needs to point to the“I want.”A. Wait 1 second before pointing to the “I want”B. Wait 2 seconds before pointing to the “I want”C. Wait 3 seconds before pointing to the “I want”

3. The child should respond to the SD with no pointing.

4. Randomize spontaneous requesting and responding to the question, “What do youwant?”

ERROR CORRECTION: Physically prompt the child.


9



PECS PHASE VI

RESPONSIVE AND SPONTANEOUS COMMENTING

SD: “What do you see?”

“What do you want?”

“What do you hear?”

Note: Place “I see” on the cover of the communication book under “I want”

GUIDELINES:

1. Hold up a non-preferred item. State SD “What do you see?” and point to the pictureof “I see.” The child should form the sentence “I see” + “item” then give the strip to thetrainer. The trainer reads the sentence as the child points to each picture. The childreceives an unrelated, preferred item as a reinforcer. If the child does not pick up thepicture immediately, the trainer should physically guide the child to form the sentence.A. The child can label 1 object.B. The child can label 2 items in random.C. The child can label 3-10 items in random.D. Continue to provide the child with new vocabulary.

2. The trainer should randomly ask, “What do you see?” and “What do you want?” Thechild needs to respond appropriately to the question. Reinforce the child with apreferred, unrelated item. If this step is difficult, consult the program coordinator forprompting procedure.

Place “What do you have?” on the communication book under “I want” and “I see.”State SD, “What do you have?” and point to the picture. The child should form thesentence “I have” + “label”.

4. Ask “What do you see?” “What do you want?” and “What do you have?” in random.

Provide opportunities to spontaneously comment throughout the day. See the programcoordinator for specific ideas when the child reaches this step.

CRITERIA: 90-100% over two days with three different trainers

REINFORCEMENT: Verbal praise and a preferred item that is not related to the task

10



PECS PHASE I

THE PHYSICAL EXCHANGE

SD: NO SD!!!!!

NO VERBAL PROMPTS AT ALL

GUIDELINES:

1. Present the child with one preferred reinforcer. As the child reaches for the item, trainerassists the child to pick up the picture and release the picture into trainer hand. Once thepicture touches the trainer's hand, the child should be prompted to point to the picture &given the reinforcer immediately with the reinforcer’s label.

2. The child should independently release the picture into the trainers open hand. As soon asthe picture reaches the trainer's hand, the child should point to the picture and is given thereinforcer and the verbal label. Continue this step until the child, upon seeing the open handpicks up the picture and releases it into the trainer's open hand.

3. The child must pick up the picture and put it into the trainer's closed hand. Vary theposition you are in and the situation

CRITERIA: 90% over two trials with two different trainers

11



PECS PHASE II

EXPANDING SPONTANEITY

SD: NO SD!!!!

NO VERBAL PROMPTS

GUIDELINES:

1. As the child begins the exchange, the trainer moves away from the child. Reinforcethe child as the exchange is made.A. The trainer is 1 step away from the child.B. The trainer is 3 steps away from the child.C. The trainer is 5+ steps away from the child.D. The trainer is across the room from the child.

2. Increase the distance from the child to the communication book. The child must go tothe picture and then go to the trainer with the picture to make the exchange.A. The child must walk 1 step to the book.B. The child must walk 3 steps to the book.C. The child must walk 5 plus steps to the book.D. The child must walk across the room to the book.

CRITERIA: 90% over two trials with at least three different trainers.

12



PECS PHASE III

DISCRIMINATION

SD: NO SD!!!!

NO PROMPTING

GUIDELINES:1. Present the child with two pictures on his communication book, one highly desired and onenon-preferred. The child needs to exchange the highly desired picture.

2. Present the child with 2 highly desired pictures.



5. The child should flip through the communication book and locate the desired item.

Have the program coordinator conduct a correspondence check to ensure that the child isdiscriminating.

ERROR CORRECTION:

MODEL-PROMPT-SWITCH-REPEAT MODEL= Trainer models the correct picturePROMPT= Trainer prompts to correct picture and child imitatesSWITCH= Trainer gives non-related direction (clap, stand)REPEAT= Trainer presents the two pictures


13



PECS PHASE IV

SENTENCE STRUCTURE

SD: NO SD!!!

NO VERBAL PROMPTS

GUIDELINES:1. Place “I want” picture on the sentence strip. The child must put the desired picture onthe sentence strip and exchange the entire strip with the trainer. The trainer reads thesentence as the child points.

2. “I want” is randomly placed on cover of the communication book. The child mustform the sentence “I want” with the desired item picture.

3. Trainer must set up opportunities for the child to request objects not in sight.A. The child requests objects not in sight 5 times a day.B. The child requests objects not in sight 10 times a day.

ERROR CORRECTION: Physically guide the child’s hand.


14



PECS PHASE V

RESPONDING TO “WHAT DO YOU WANT?

SD: “What do you want?”

GUIDELINES:

1. Present child with “I want” and a desired item picture. The trainer says SD as shepoints to the “I want”. The child should form the sentence “I want desired item.”The child then receives the item requested.

2. Increase the time between giving SD and pointing to the “I want.” The objective isthat the child should begin forming the sentence before the trainer needs to point to the“I want.”A. Wait 1 second before pointing to the “I want”B. Wait 2 seconds before pointing to the “I want”C. Wait 3 seconds before pointing to the “I want”

3. The child should respond to the SD with no pointing.

4. Randomize spontaneous requesting and responding to the question, “What do youwant?”

ERROR CORRECTION: Physically prompt the child.


15



PECS PHASE VI

RESPONSIVE AND SPONTANEOUS COMMENTING

SD: “What do you see?”

“What do you want?”“What do you hear?”

Note: Place “I see” on the cover of the communication book under “I want”

GUIDELINES:

1. Hold up a non-preferred item. State SD “What do you see?” and point to the pictureof “I see.” The child should form the sentence “I see” + “item” then give the strip to thetrainer. The trainer reads the sentence as the child points to each picture. The childreceives an unrelated, preferred item as a reinforcer. If the child does not pick up thepicture immediately, the trainer should physically guide the child to form the sentence.A. The child can label 1 object.B. The child can label 2 items in random.C. The child can label 3-10 items in random.D. Continue to provide the child with new vocabulary.

2. The trainer should randomly ask, “What do you see?” and “What do you want?” Thechild needs to respond appropriately to the question. Reinforce the child with apreferred, unrelated item. If this step is difficult, consult the program coordinator forprompting procedure.

Place “What do you have?” on the communication book under “I want” and “I see.”State SD, “What do you have?” and point to the picture. The child should form thesentence “I have” + “label”.

4. Ask “What do you see?” “What do you want?” and “What do you have?” in random.

Provide opportunities to spontaneously comment throughout the day. See the programcoordinator for specific ideas when the child reaches this step.

CRITERIA: 90-100% over two days with three different trainers

REINFORCEMENT: Verbal praise and a preferred item that is not related to the task

16



PROGRAM : REQUESTING WITH PECS

NO SD

-or- SD: "WHAT DO YOU WANT"

GUIDELINES: Place PECS pictures of the reinforcers available to the child on the back ofher/his clipboard, PECS book, or communication board. Reinforcers (food and toys) should bevisible to the child, but out of reach.A) Spontaneously, the child should pull the PECS picture of the desired item and place it

in the instructor’s hand.Before beginning a program, ask the child SD: "WHAT DO YOU WANT?" S/he

should pull off the picture of the item desired and place it in instructor’s hand.Provide the child with a verbal model of the label to repeat. Praise her/him, andplace the picture on the front of the clipboard to remind her/him of what s/he isworking for during the program. When the child earns all of her/his tokens, the

child should verbally count the tokens, and hand the instructor the picture inexchange for the reinforcer.

STEPS:One desired PECS picture one the table in front of the child. (Vary the picture

according to which item is reinforcing at the time). With a fully assisted promptfrom behind (a second instructor), the child must pick up the PECS picture andplace it in the first instructor’s out stretched hand. As soon as the child touchesthe PECS, the first instructor should open her/his hand.

2. Backward chain faded prompts from the second instructor, until the second instructor is unnecessary.The child should pull the PECS from a clipboard, PECS book, or a communication

board and place it in the instructor’s hand.

17



PROGRAM: BRUSHING TEETH

SD: “BRUSH YOUR TEETH.”

GUIDELINES: Clear all items away from the sink area except necessary items for brushing teeth (e.g.toothbrush, cup and toothpaste) and state the SD. The child should retrieve the materials, and brush her/histeeth appropriately. Initially, state the SD in the bathroom and hand the child the materials. Score each step0% (prompted trial) or 100% (independently completed the step). Score only the target step, and complete theentire sequence. BACKWARD chain the following steps when teaching the child to brush her/his teeth. Providephysical guidance from behind.

STEPS:

1. TURN ON WATER.2. OPEN TOOTHPASTE.3. PICK UP TOOTHBRUSH BY ITS HANDLE.4. WET THE TOOTHBRUSH5. GRASP THE TOOTHPASTE TUBE WITH THE NON-PREFERRED HAND.6. APPLY TOOTHPASTE TO THE TOOTHBRUSH7. PUT COVER BACK ON TOOTHPASTE.8. PUT TOOTHPASTE DOWN9. BRUSH LOWER TEETH.10. BRUSH UPPER TEETH11. RINSE TOOTHBRUSH.12. PUT TOOTHBRUSH AWAY.13. FILL THE CUP WITH WATER14. RINSE MOUTH.15. PUT DOWN CUP.16. TURN OFF WATER.17. PUT AWAY TOOTHPASTE18. WIPE MOUTH.19. DRY HANDS

REINFORCEMENT: Provide verbal praise and tangible reinforcer of the child’s choice (preferably not a fooditem).

ERROR CORRECTION: Provide physical guidance from behind (i.e. shadow). Or, instructors may want tomodel the correct sequence using their own toothbrush. Use verbal prompts only if the previous prompts areineffective.

18



PROGRAM: SPALATUL PE DINTI

SD: “SPALA-TE PE DINTI.”

INDRUMARI: Instructorul trebuie sa puna deoparte toate obiectele de pe marginea chiuvetei cu exceptia

materialelor necesare pentrul spalatul dintilor (ex. periuta de dinti, pasta de dinti si un pahar) si sa spuna

SD. Copilul trebuie sa foloseasca materialele necesare si sa se spele pe dinti in mod corespunzator. La

inceput, instructorul trebuie sa spuna SD-ul in alta camera si sa-i dea copilului materialele necesare. Notati0% (raspuns promptat) sau 100% (raspuns independent). Notati numai pasul pe care copilul il invata in acel

moment, insa completati intreaga secventa/activitate. Incepeti sa recompensati si sa luati date de la

sfarsitul secventei inaintand spre inceput (de la pasul 19 spre pasul 1). Oferiti ajutor fizic din spatele

copilului. Pe masura ce copilul devine tot mai independent sau invata pasii total, spuneti SD-ul cand copilul se

afla in alta camera, si lasati copilul sa-si ia singur materialele necesare.

PASI:

1. DA DRUMUL LA APA.2. DESCHIDE PASTA DE DINTI.

3. APUCA PERIUTA DE DINTI DE MANER.4. UDA PERIUTA DE DINTI.5. APUCA TUBUL DE PASTA DE DINTI CU MANA OPUSA CELEI CU CARE SE SPALA PE DINTI.6. PUNE PASTA DE DINTI PE PERIUTA DE DINTI.7. PUNE CAPACUL LA PASTA DE DINTI.8. PUNE TUBUL DE PASTA DE DINTI JOS.9. SE SPALA PE DINTII DE JOS.10. SE SPALA PE DINTII DE SUS.11. CLATESTE PERIUTA DE DINTI.12. PUNE PERIUTA DE DINTI LA LOCUL EI.13. PUNE APA IN PAHAR.

14. CLATESTE GURA.15. PUNE PAHARUL DEOPARTE.16.OPRESTE APA.17. PUNE PASTA DE DINTI DEOPARTE.18. ISI STERGE GURA.19. ISI STERGE/USUCA MAINILE.

RECOMPENSA: Instructorul trebuie sa ofere recompensa verbala si recompensa tangibila la alegerea

copilului (este de preferat sa nu folositi mancare ca si recompensa).

CORECTAREA ERORII: Instructorul trebuie sa stea in spatele copilului si sa-l ghideze din spate. Sau,

instructorul poate sa modeleze intreaga secventa folosind propria periuta de dinti. Folositi prompt verbal numai incazul in care promptul folosit initial nu este efectiv.

19



PROGRAM: ADL-TAKING OFF SHIRT

Backward chain the following steps:

1. The child will place his/her right hand on the left sleeve and pull his/her left arm throughthe bottom of the shirt.

2. The child will reach through the bottom of the shirt with his/her left hand, place his/herleft hand on the right sleeve and pull right arm through the bottom of the shirt.

3. The child will grasp the shirt and pull it over their head.

REINFORCEMENT: 1:1 at target step.

ERROR CORRECTION: Provide the child with physical and verbal prompts of the correctresponse.

20



PROGRAM: DEZBRACA BLUZA

Recompensati si luati date incepand cu ultimul pas, urmatoarea secventa:

1. Copilul va apuca maneca stanga cu mana dreapta si va scoate mana stanga din manecastanga.

2. Copilul va apuca maneca dreata cu mana stanga si va scoate mana dreapta din manecadreapta.3. Copilul va apuca marginea de jos a bluzei si va scoate bluza peste cap.

RECOMPENSA: Recompensa 1:1 pentru fiecare pas tinta (pasul pe care copilul il invata in acelmoment).

CORECTAREA ERORII: Instructorul trebuie sa ofere copilului ajutor fizic si ajutor verbalpentru raspunsul corect.

21



PROGRAM: WASHES HANDS

SD: "GO WASH HANDS."

-or- “WASH YOUR HANDS.”

GUIDELINES: Systematically teach the child each successive step at a time by backward

chaining. Shadow her/him and prompt her/him physically from behind, without using any verbalprompts.

Step 1: Walks to sink.Step 2: Turns on water.Step 3: Gets soap.Step 4: Rubs hands togetherStep 5: Rinses off soap.Step 6: Turns off water.Step 7: Dries hands (palms, back of hands, palms again).

REINFORCEMENT: Verbal praise and primary reinforcement given intermittently frombehind.

ERROR CORRECTION: Shadow the child from behind and quickly prompt any step wheres/he is having difficulty. Provide physical prompts from behind. No verbal cues!

22



PROGRAM: SPALATUL PE MAINI

SD: "DU-TE SI TE SPALA PE MAINI."

-sau- “SPALA-TE PE MAINI.”

INDRUMARI: Invatati copilul fiecare pas pe rand luand datesi recompensand incepand cu

ultimul pas si inaintand sistematic spre primul pas. Stati in spatele copilului si promptati-l fizicdin spate, fara a folosi prompt verbal.

Pasul1: Copilul se duce la chiuveta.Pasul 2: Copilul da drumul la apa.Pasul 3: Copilul ia sapunul.Pasul 4: Copilul isi freaca mainile cu sapun.Pasul 5: Copilul isi clateste mainile cu apa.Pasul 6: Copilul opreste apa.Pasul 7: Copilul isi sterge mainile (mai intai palmele, apoi dosul mainilor, si din nou palmele

din nou).

RECOMPENSA: Instructorul sta in spatele copilului si ii ofera acestuia recompensa verbala sirecompensa primara (aceasta se ofera la intamplare pe parcursul activitatii).

CORECTAREA ERORII: Instructorul trebuie sa stea in spatele copilului si sa-i ofereacestuia prompt imediat la pasii la care prezinta dificultate pentru copil. Oferiti numai promptfizic din spate. Nu folositi prompt verbal!

23



PROGRAM: WASHES HANDS

SD: "GO WASH HANDS."

-or- “WASH YOUR HANDS.”

GUIDELINES: Systematically teach the child each successive step at a time by backward

chaining. Read and point to each step before having the child complete the action. Shadowher/him and prompt her/him physically from behind.

REINFORCEMENT: Verbal praise.

ERROR CORRECTION: Shadow the child from behind and quickly prompt any step wheres/he is having difficulty. Provide physical prompts from behind. No verbal cues!

24



PROGRAM: RECEPTIVE MONEY SKILLS

MATCHES COINS TO QUANTITY

SD: “MATCH _____ (quantity).”

-or- “MAKE _____ (amount).”

GUIDELINES: Place coins in container on desk in front of the child. Hold up a flash cardfrom “Counting with Money” flash card set, and state the SD: “MATCH ___ (quantity).” (E.g.“Match 5¢”.). The child will match the amount using the coins in the container (e.g. The childtakes out one nickel.). STEPS:Single coin amounts with picture (e.g. Hold up a flash card with a picture of a

penny).PENNY NICKEL HALF DOLLARDIME QUARTER

Single coin amounts written (e.g. Hold up flash card with “5¢” or “1 nickel”written.).1¢ 5¢ 10¢ 25¢ 50¢

Mixed coin amounts with picture of coins (e.g. Hold up flash card with pictureof two quarter.).

Mixed coin amounts written (e.g. Hold up flash card with “50¢” or “2 quarters”written.”).

Mixed coin amounts with pictures of coins (e.g. Hold up flash card with picture oftwo dimes, a nickel, and a penny.).

6. Mixed coin amounts written (e.g. Hold up a flash card with “47¢” written.).7. Generalize to worksheets.8. Ask child to match coin amounts from auditory instruction (e.g. Give me “23¢”.).

REINFORCEMENT: Verbal praise and one token for each correct response. All tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child’s hand to match the coin amounts.

25



PROGRAM: SCRIPTED PLAY

WITH A DOLL

SD: BABY DOLL ITSELF.

GUIDELINES: Teach the child to play appropriately with a baby doll. The baby doll shouldelicit the initiation from the child “Let’s take care of the baby.” Teach each action in isolation,then put the item in random. Each prop in the sequence should elicit the response.

**Criteria for each step is two consecutive attempts at 100%.

STEPS:1. Holds baby appropriately in arms.2. Rock baby back and forth in arms, and says “Hush baby.”.3. Kiss baby on mouth or head, and says “I love you!”4. Puts bottle to baby’s mouth to “feed” baby, and says “Baby’s hungry. Here’s your

bottle.”Uses spoon to stir “food” in bowl, then “feeds” baby with spoon, and says “Open

up, time to eat ___ (food).”6. Brushes baby’s hair with hairbrush, and says “You look pretty!”7. Places baby in crib, and rocks baby, and says “Shh! The baby is sleeping.”

Places baby in stroller and pushes stroller, and says “Baby is riding in thestroller.”

9. Covers baby with blanket in stroller or bed, and says “Baby wants a blanket.”10. “Washes” baby with washcloth, and says “All clean!”.11. Dresses baby, and says “Put on ___ (clothes)”.12. Varies play with peer.

REINFORCEMENT: Verbal praise and tangible reinforcer of her/his choice when s/he hascompleted the play sequence.

ERROR CORRECTION: Model the action using a second doll and a second set of materials, andprovide a verbal model of the corresponding play statements.




WITH CARS

SD: “LET’S PLAY WITH CARS!”

GUIDELINES: Teach the child to play appropriately with cars. Upon hearing the SD:“LET’S PLAY WITH CARS!” the child should respond “Yes!” and retrieve the cars. Teach eachaction and phrase in isolation, then put the action and phrase in random.


STEPS:1. Places car next to instructor’s car and says, “Let’s race!”2. Pushes car along and says, “My car is fast!”3. While racing cars, the child says, “Watch out!”

Crashes car into instructor’s car and says, “Crash!”Repeats steps 1-4 with a peer.


ERROR CORRECTION: Model the action and provide a verbal model of the corresponding playstatements.



PROGRAM: SEQUENCED PLAY

SD: “LET’S TAKE CARE OF THE BABY.”

-or- BABY DOLL ITSELF.

GUIDELINES: Teach the child to play appropriately with a baby doll. The baby doll shouldelicit the play sequence or the SD: “Let’s take care of the baby.” Teach each action in isolation,then put the item in random. Each prop in the sequence should elicit the response.**Criteria for each step is two consecutive attempts at 100%.

STEPS:1. Holds baby appropriately in arms.2. Rock baby back and forth in arms.3. Kiss baby on mouth or head..4. Puts bottle to baby’s mouth to “feed” baby.5. Uses spoon to stir “food” in bowl, then “feeds” baby with spoon.6. Brushes baby’s hair with hairbrush.7. Places baby in crib, and rocks baby.8. Places baby in stroller and pushes stroller.9. Covers baby with blanket in stroller or bed.10. “Washes” baby with washcloth.11. Dresses baby.12. Varies play with peer.


ERROR CORRECTION: Model the action using a second doll and a second set of materials.




SD: “LET’S PLAY DOCTOR.”

Or DOCTOR’S KIT ITSELF.

GUIDELINES: Teach the child to play appropriately with the Doctor’s kit. The doctor’s kit orthe SD: “Let’s play doctor.” should elicit the play sequence. Teach each action in isolation, thenput the item in random. Each prop in the kit should elicit the response.


STEPS:1. Puts thermometer in instructor’s mouth.2. Puts stethoscope to ears, and then places bell on instructor’s chest.3. Takes syringe out of bag and pokes instructor in the arm.4. Opens Band-Aid and places it on instructor’s arm/leg.5. Takes out ear scope and “looks” in instructor’s ear.6. Bangs instructor on the knee with the reflex hammer.7. Plays Doctor or Patient.8. Varies doctor/patient play with doll.9. Varies doctor/patient play with peer.


ERROR CORRECTION: Model the action.



PROGRAM: JOC STRUCTURAT – TRUSA DOCTORULUI

SD: “HAI SA NE JUCAM DE-A DOCTORUL.”

Sau TRUSA DOCTORULUI IN SINE.

INDRUMARI: Instructorul trebuie sa-l invete pe copil sa se joace cu trusa doctorului in modcorespunzator. Instructorul trebuie sa-i prezinte copilului trusa doctorului sau sa spuna SD:“Hai sa ne jucam de-a doctorul” si asta ar trebui sa provoace inceputul secventei de joc. Invatatifiecare actiune in izolatie, apoi puneti acel pas in random. Fiecare obiect din trusa trebuie saprovoace un raspuns din partea copilului.

**Criteriul pentru fiecare pas este de 100% in doua incercari consecutive.

PASI:1. Pune termometrul in gura instructorului.2. Pune stetoscopul la urechi si asculta pieptul instructorului.3. Ia seringa din trusa si ii face o injectie instructorului.4. Pune pansamentul pe piciorul/mana instructorului.5. Ia otoscopul si se uita in urechea instructorului.6. Ciocaneste genunchiul instructorului cu ciocanelul pentru reflexe.7. Joaca rolul doctorului sau al pacientului.

8. Alterneaza rolurile de pacient si doctor in jocul cu papusa.9. Alterneaza rolurile de pacient si doctor in jocul cu copii de aceeasi varsta.

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului, care se oferaatunci cand copilul a incheiat intreaga secventa/activitate.

CORECTAREA ERORII: Modelati actiunea corecta.



PROGRAM: BUILDING POTATO HEAD

SD: “BUILD POTATO HEAD.”

GUIDELINES: The Potato Head parts should be on the toy shelves in a clearly marked

container. The child should begin independent play building the Potato Head using the followingsteps.STEPS:

Take FEET out of container and place on table.Take BODY out of container and place on top of FEET.Find EYES in container and place on BODY.Find NOSE in container and match to BODY.Take MOUTH and match to BODY.

both EARS in container and match to BODY.nd match LEFT ARM to BODY.Take out RIGHT ARM from container and place on BODY.Find HAIR in container and match to BODY.Find and place HAT on HAIR.Take GLASSES out of container and place over EYES.Following the same procedure, add other items to Potato Head (e.g. TIE,

MUSTACHE, etc.).Fade out use of easel binder, and the child will build the Potato Head without a

visual schedule.

REINFORCEMENT: Primary reinforcement provided intermittently from behind, andverbal praise when play is completed.

ERROR CORRECTION: Provide physically guidance from behind to help the child playappropriately (No verbal prompts!).



PROGRAM: STRUCTURED PLAY

SD: "GO PLAY." Or “Play with____(toy).”

PUZZLES PEG BOARDLEGOS SHAPE SORTERBEADS PERFECTIONBOOKS WITH SOUND MAGNA DOODLEBLOCKS LACING CARDS COLORINGDOT-TO-DOT MR. POTATO HEAD

PHASE I:

GUIDELINES: Shelves should be arranged so the toys are easily accessible to the child on

structured breaks. Upon hearing the SD, the child should go to the shelves, pick a toy, and playappropriately with it on the floor or at table. When the child has completed the activity theyshould pick up the toy and put it back on the shelves where it was originally found.

**Use a task analysis to break down steps for each play activity. Indicate if play will beforward or backward chaining.

REINFORCEMENT: A tangible reinforcer of the child’s choice is given ONLY when the childhas completed and put away the activity.

ERROR CORRECTION: Provide physically guidance from behind to help the child playappropriately (No verbal prompts!).

PROGRAM: JOC STRUCTURAT



SD: “Joaca-te” Sau “Joaca-te cu _____(jucaria)”

PUZZLE TABLA CU CUIELEGO CUTIA CU FORME

CARTI CU SUNETE JOCUL PERFECTIUNECUBURI TABLA PT, MAZGALIT SIRETURI COLORAT MARGELE PE BAT DL. CARTOF

FAZA I

INDRUMARI: Rafturile ar trebui aranjate in asa fel incat copilul sa poata avea acces usor la jucarii in pauze. Dupa ce aude SD/comanda copilul ar trebui sa mearga la rafturi, sa aleaga o jucarie, si sa se joace cu ea, intr-un mod corespunzator, pe podea sau la masa. Cand copilul aterminat activitatea, el ar trebui sa ia jucaria si sa o puna inapoi pe raft in locul de unde a luat-o.

** Folositi o foaie de Task Analysis pentru a imparti in pasi fiecare activitate/joc.Indicati/specificati daca datele vor fi luate incepand cu inceputul jocului, sau cu sfarsitulacestuia.

RECOMPENSA: O recompensa tangibila la alegerea copilului care este oferita DOAR atuncicand copilul a terminat activitatea si a pus jocul la locul lui.

CORECTAREA GRESELII: Oferiti indrumare fizica din spate, pentru a ajuta copilul sa se joaceintr-un mod adecvat. (Nu folositi prompt verbal!)




SD: DOCTOR'S KIT.

PHASE I:

GUIDELINES: Eventually, Doctor's kit itself should elicit an initiation from the child (e.g.S/he takes your hand and says "Come on ____ , let's play doctor.") The child should look atthe instructor, say the phrase, and perform the correct action with the items in the kit.

Once s/he masters a step, then move on to the next step.

PHASE II:

GUIDELINES: After the sequence is mastered with the instructors, teach play sequence withpeers.

STEPS:

1. Thermometer- Holds it up to your mouth and says "Say AHHH."Stethoscope- Puts it around her/his neck. Then holds stethoscope to

instructor's chest and says "Let me listen to your heart."3. Blood Pressure- Says "Let me take your blood pressure." Wraps it around in

instructor's arm and pumps.4. Band-Aid- Puts it on instructor and says "Here's a Band-Aid for your Boo-boo."5. Ear Scope- Holds it up to instructor's ear and says "Let me take a look in your ears."

Then holds it up to the other ear.6. Hammer- Says "I need to check your reflexes." and bangs your knee.7. Shot - Holds it up to instructors arm and says “I need to give you a

shot.”


ERROR CORRECTION: Model the action or provide a verbal model of the correct phrase.

PROGRAM: PRETEND PLAY

SD: "PRETEND YOU'RE ____ (action, animal, community helper)."



PHASE I:

GUIDELINES: Upon hearing the SD, the child should simulate the action. Indicate onprogram sheet the action being taught for each response.

For example:SD: "Pretend you're drinking."

R: The child brings cupped fist to mouth and makes drinking sound.

PHASE II:

GUIDELINES: Create a game for the child to use these skills with his/her peers.Practice all pretend actions with Kids On Stage Game.

DRINKING POLICE OFFICERBRUSHING HAIR MAILMANWASHING HANDS BUS DRIVERBRUSHING TEETH DOCTOR

LICKING ICE CREAM DENTIST DRIVING A CAR NURSESWEEPINGPUTTING ON A HAT A SNAKEA LIONA DOGA MONKEYA FROGA RABBIT A CAT

A BIRDA DUCKAN AIRPLANE

REINFORCEMENT: Verbal praise and 1 token. ___ tokens = tangible reinforcer of her/hischoice (i.e. food, drink, or toy).

ERROR CORRECTION: Physically guide the child to perform the response or model the

correct response, and provide verbal model of the correct expressive component.



PROGRAM: DOT-TO-DOT

SD: “LET’S DO A DOT-TO-DOT.”

GUIDELINES: The child should be seated facing the table with the worksheet and a pencilin front of her/him. Present the SD: “LET’S DO A DOT-TO DOT.” And the verbal instructions(e.g. “One goes to two. Two goes to three. Etc.”). The child should pick up the pencil (with aproper grip) and connect the dots, following the numbers or letters, to complete a picture.

REINFORCEMENT: A tangible reinforcer of the child’s choice is given ONLY when the childhas completed and put away the activity.

ERROR CORRECTION: Provide physically guidance from behind to help the child connect thedots appropriately.

PROGRAM: INDEPENDENT ACTIVITY SCHEDULE



SD: "DO YOUR SCHEDULE."

GUIDELINES: "Start to finish" play items should be set up on the shelves. The shelf

should be clear of all other materials.1. Show the child the activity book on the table and give Sd. S/he should open the activitybook to the first page.2. Point to the picture in the book.3. Go to the corresponding play item on the shelves.4. S/he should take the item to the floor and play with it.5. Then put the item in it's correct place on the shelf, and return to the book.6. Turn the page, and repeat steps 2-6 with the following pictures.7. When s/he has completed the activities, s/he should close the book.

Vary the play items on the shelf and the picture order in the book.Shadow the child closely throughout the entire sequence and quickly prompt her/him throughany difficult areas.Score according to the Independent Activity Schedule Data Sheet.

ERROR CORRECTION: Shadow the child closely throughout the entire sequence, and providephysical guidance. No verbal prompts!If the child is inappropriate with an activity (e.g. flaps pieces or pictures, mouths toys, etc.),throws activity to the floor, or wastes too much time, implement an error correction procedure-- stop her/him, say "No." hold her/his hands down by her/his side for 5 seconds, and have thechild repeat the step in which s/he made the error.

REINFORCEMENT: Provide primary reinforcement intermittently throughout the entire

sequence, and a tangible (food or toy) reinforcer of her/his choice at the end of the sequence.

PROGRAM: PLAYS BALL

SD: "ROLL/THROW THE BALL TO ____ (name)."



GUIDELINES:

1) Seat the child on the floor across from another individual. Upon hearing the SD, the childroll the ball on the floor to the other individual 10 times consecutively.

2) Seated on the floor across from another individual, the child should roll the ball to the

other individual and catch the ball when it is rolled to her/him 10 times consecutively.

3) Seated on the floor, the child should be able to roll the ball back and forth to and fromanother individual ten times continuously.

4) Standing across from another individual, the child should bounce the ball to the otherperson across from them.

5) Standing across from another individual, the child should bounce the ball to the otherperson and catch the ball when bounced to her/him.

6) Standing, the child should be able to bounce the ball back and forth 10 times continuously.

7) Standing across from another individual, the child should underhand /overhand throw theball.

8) Standing, across from another individual, the child should underhand/overhand throw theball and catch the ball (underhand and pull to her/his chest).

9) Standing, the child should be able to throw the ball back and forth to another individual 10times continuously.

10) The child should be able to vary ball play across environments and people.

REINFORCEMENT: Verbal praise and edible reinforcer, from behind, on a 1:1 schedule.

ERROR CORRECTION: Physically guide the child's hands from behind to hold/ roll/ bounce/

throw/ catch the ball correctly.

PROGRAM: JOCUL CU MINGEA

SD: "ROSTOGOLESTE/ARUNCA MINGEA LA ____ (nume)."



INDRUMARI:

1) Copilul sta jos, pe podea, in fata unei alte persoane. Cand copilul aude SD, el/ea trebuie sarostogoleasca mingea pe podea, spre cealalta persoana de 10 ori consecutiv.

2) Copilul sta jos, pe podea, in fata unei alte persoane. Copilul trebuie sa fie apt sa rostogoleascamingea spre cealalta persoana si sa prinda mingea cand cealalta persoana rostogoleste mingeaspre el/ea, de 10 ori consecutiv.

3) Stand pe podea, copilul trebuie sa rostogoleasca mingea inainte si inapoi impreuna cucealalta persoana de 10 ori consecutiv.

4) Stand in fata unei alte persoane, copilul trebuie sa fie apt sa arunce mingea la pamant astfel incat mingea sa atinga pamantul si apoi sa sara si sa ajunga la cealalta persoana.

5) Stand in fata unei alte persoane, copilul trebuie sa arunce mingea la pamant astfel incatmingea sa sara si sa ajunga la cealalta persoana, si apoi sa prinda mingea atunci cand cealaltapersoana o arunca in acelasi mod.

6) Stand in picioare, copilul trebuie sa arunce mingea la pamant astfel incat cealalta persoanasa o prinda si apoi sa prinda mingea aruncata de cealalta persoana in acelasi mod, de 10 oriconsecutiv.

7) Stand in fata unei alte persoane, copilul trebuie sa arunce mingea cu minile deasupra/

dedesuptul mingii.

8) Stand in fata unei alte persoane, copilul trebuie sa arunce mingea cu mainile

deasupra/dedesuptul mingii, si sa prinda mingea (cu mainile dedesuptul mingii si sa strangamingea la piept).

9) Stand in picioare, copilul trebuie sa arunce mingea inainte si inapoi spre persoana care stain fata lui, de 10 ori consecutiv.

10) Copilul trebuie sa prinda mingea atunci cand aceasta nu este aruncata direct spre el , dela o distanta de cel putin 3 m.

11) Copilul trebuie sa fie apt sa varieze jocul cu mingea cu diferite persoane si in medii diferite

RECOMPENSA: Instructorul trebuie sa stea in spatele copilului si sa-i ofere acestuiarecompensa verbala si recompensa primara pentru fiecare raspuns corect.



CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic copilul din spate pentru caacesta sa rostogoleasca/arunce/prinda mingea in mod corect.

PROGRAM: GROSS MOTOR – KICKING A BALL

PHASE I: KICKING A BALL

SD: “KICK BALL”

STEPS:

1. Seat he child so his/her feet can not tough the floor and can swing freely. Place a large ball in front of thechild and state SD. The child should kick the ball. (Physically move the child’s legs to kick the ball if



necessary).2. Seat he child so his/her feet can not tough the floor and can swing freely. Place a medium size ball in front

of the child and state SD. The child should kick the ball.3. Seat he child so his/her feet can not tough the floor and can swing freely. Place a small ball in front of thechild and state SD. The child should kick the ball.

4. Place a large beach ball in front of the child in standing and state SD. The child should move the ballforward by walking up to the ball, balance on one foot and swing with the other.

PROGRAM: GROSS MOTOR - RIDING A TRICYCLE

1. The child will keep his/her feet on the pedals while being pushed.2. The child will push pedals with their feet for 10 feet.3. The child will push pedals on the tricycle for 20 feet.4. The child will turn corners and steer bike.5. The child will independently ride the tricycle in different environments.



Prompt the child to pedal by pushing down on their thighs. This teaches them to keep theirfeet on the pedals and push without having it be done for them. If the child does not have thestrength to push, place tape/velcro around their feet to attach it to the pedals.

PROGRAM: GROSS MOTOR ACTIVITIES

PHASE I: CLIMBS STAIRS

1. The child will independently walk up the stairs, holding onto a side railing, one step at atime, across environments and situations. When teaching, prompt The child toimmediately grab the railing next to the step he is about to climb onto. He should bepulling himself onto the next step.

2. The child will independently descend stairs, holding onto a side railing, one step at a time,



across environments and situations. When teaching, prompt The child to immediatelygrab the railing next to the step he is about to step onto. He should be pulling himselfonto the next step.

3. The child will independently ascend and descend stairs, alternating feet, and holding ontoa side rail, across environments and situations.

PROGRAM: ACTIVITATI MOTORII GRELE

FAZA I: URCATUL SCARILOR

1. Copilul va urca scarile independent cate o treapta o data, tinandu-se de balustrada,generalizand in diferite medii si situatii. Cand invatam copilul, il promptam sa apuce imediatbara de la balustrada, in vecinatatea treptei pe care trebuie sa o urce. El trebuie sa urcesingur urmatoarea treapa.



2. Copilul va corbori scarile independent cate o treapta o data, tinandu-se de balustrada,generalizand in diferite medii si situatii. Cand invatam copilul, il promptam sa apuce imediatbara de la balustrada, in vecinatatea treptei pe care trebuie s-o coboare. El trebuie sacoboare singur in urmatorea treapta.

3. Copilul va urca si va cobori scarile independent alternand picioarele si tinandu-se de bara dela balustrada generalizand pentru diferite medii si situatii.

PHASE II. RIDING A TRICYCLE

1. The child will keep his/her feet on the pedals while being pushed.2. The child will push pedals with their feet for 10 feet.3. The child will push pedals on the tricycle for 20 feet.4. The child will turn corners and steer bike.5. The child will independently ride the tricycle in different environments.

Prompt the child to pedal by pushing down on their thighs. This teaches them to keep theirfeet on the pedals and push without having it be done for them. If the child does not have the



strength to push, place tape/velcro around their feet to attach it to the pedals.

PROGRAM: GYM-GROSS MOTOR

1) Squat: The student will be able to get into and out of a squatting position.

2) Walking – The student will walk backwards for 5-10 feet.

3)Walking – The student will walk sideways.

4) Jump down: The student will be able to jump down from an object (1 ft.).

5) Jump: The student will be able to jump up and down 10 times.



6) Throw ball from chest or overhand: The student will be able to throw from chest oroverhand an 8-inch ball four feet to a person.

7) Balance on one foot: (Right and Left) The student will be able to balance on one foot forat least 3 seconds.

8) Catch a ball in hands: The student will be able to catch an 8-inch ball with his hands only(i.e., not trap to chest with arms) when it is thrown from 4 feet.

9) Bounce a ball: The student will be bale to bounce a ball at least three times.

10)Ride a bicycle: The student will be able to ride and stop a bicycle.

11) Jumping jacks: The student will be able to do jumping jacks.

12)Climb a ladder using reciprocal motion: The student will be able to climb a ladder 5 feetusing reciprocal motion.

13)Hang from bar: The student will be able to support his suspended weight when usingplayground equipment (hang).

PROGRAM: GIMNASTICA

1. Pozitia de sezut: Copilul trebuie sa fie apt sa se aseze si sa se ridice dintr-o positie desezut

2. Mersul: Copilul va merge inapoi 1,5 – 3,0 m

3. Mersul: Coplilul va merge lateral

4. Saritul jos: Copilul va fi apt sa sara de pe un obiect (1 pasi)

5. Sarituri: Copilul va fi apt sa sara in sus si in jos de 10 ori

6. Aruncarea mingii de la piept sau peste mana: copilul va fi apt sa arunce mingea de la pieptsau de peste umar, la patru pasi departare de persoana spre care arunca



7. Statul intr-un picior: copilul va fi apt sa stea intr-un picior timp de cel putin 3 secunde(copilul trebuie sa fie apt sa alterneze picioarele: sa poata sta atat pe piciorul stang cat si pepiciorul drept)

8. Batutul mingii: Copilul va fi apt sa bata mingea de cel putin 3 ori

9. Mersul pe bicicleta: Copilul va fi apt sa conduca si sa opreasca o bicicleta

10.Saritul corzii : Copilul va fi apt sa sara coarda

11. Foarfeca: copilul va fi apt sa faca foarfeca (mainile si picioarela lateral, alternat cu picioreleunul langa altul, si mainile pe langa corp)

12.Cataratul pe o scara cu ajutorul miscarii reciproce: Copilul va fi apt sa se urce pe o scara5 pasi folosind miscare reciproca

13.Tinutul de bara: Copilul va fi apt sa se tina suspendat folosind echipamentul (o bara) dinparcul de joaca

PROGRAM: GIMNASTICA

14. Pozitia de sezut: Copilul trebuie sa fie apt sa se aseze si sa se ridice dintr-o positie desezut

15.Mersul: Copilul va merge inapoi 1,5 – 3,0 m

16.Mersul: Coplilul va merge lateral

17.Saritul jos: Copilul va fi apt sa sara de pe un obiect (1 pasi)

18.Sarituri: Copilul va fi apt sa sara in sus si in jos de 10 ori

19.Aruncarea mingii de la piept sau peste mana: copilul va fi apt sa arunce mingea de la pieptsau de peste umar, la patru pasi departare de persoana spre care arunca

20. Statul intr-un picior: copilul va fi apt sa stea intr-un picior timp de cel putin 3 secunde(copilul trebuie sa fie apt sa alterneze picioarele: sa poata sta atat pe piciorul stang cat si pe



piciorul drept)

20.Batutul mingii: Copilul va fi apt sa bata mingea de cel putin 3 ori

21.Mersul pe bicicleta: Copilul va fi apt sa conduca si sa opreasca o bicicleta

22.Saritul corzii : Copilul va fi apt sa sara coarda

23. Foarfeca: copilul va fi apt sa faca foarfeca (mainile si picioarela lateral, alternat cupiciorele unul langa altul, si mainile pe langa corp)

23.Cataratul pe o scara cu ajutorul miscarii reciproce: Copilul va fi apt sa se urce pe o scara5 pasi folosind miscare reciproca

24.Tinutul de bara: Copilul va fi apt sa se tina suspendat folosind echipamentul (o bara) dinparcul de joaca

25. Saritul in fata: Copilul va putea sa sara in fata 20-30 cm.

PROGRAM: ACTIVITATI MOTORII GRELE

FAZA I: URCATUL SCARILOR

4. Copilul va urca scarile independent tinandu-se, pe o parte de balustrada, o treapta, odata, infunctie de mediu si situateie. Cand invatam copilul il promptam sa apuce imediat bara de labalustrda, pentru treapta pe care trebuie sa o urce. El trebuie sa se antreneze singur inurmatorul pas/treatpa.

5. Copilul va corbori scarile independent tinande se pe o parte de balustrada, o treapta odata infunctie de mediu si situateie. Cand invatam copilul il promptam sa apuce imediat bara de la

balustrda, pentru treapta pe care trebuie s-o coboare. El trebuie sa se antreneze singur inurmatorul pas.

6. Copilul va urca si va cobori scarile independent alter nand picioarele si tinandu-se de bara dela balustrada in functie de me diu si situatie.




SD: “LET’S TAKE CARE OF THE BABY.”

Or BABY DOLL ITSELF.

GUIDELINES: Teach the child to play appropriately with a baby doll. The baby doll shouldelicit the play sequence or the SD: “Let’s take care of the baby.” Teach each action in isolation,then put the item in random. Each prop in the sequence should elicit the response.Criteria for each step is two consecutive attempts at 100%.STEPS:

1. Holds baby appropriately in arms.2. Rock baby back and forth in arms.3. Kiss baby on mouth or head..4. Puts bottle to baby’s mouth to “feed” baby.5. Uses spoon to stir “food” in bowl, then “feeds” baby with spoon.6. Brushes baby’s hair with hairbrush.7. Places baby in crib, and rocks baby.8. Places baby in stroller and pushes stroller.



9. Covers baby with blanket in stroller or bed.10. “Washes” baby with washcloth.11. Dresses baby.12. Varies play with peer.


ERROR CORRECTION: Model the action using a second doll and a second set of materials.

PROGRAM: TURN TAKING

SD: "_____ (child's name), IT'S YOUR TURN."

GUIDELINES: Practice turn taking board game with the child. Upon hearing the SD, thechild should take her/his turn at the game. After the child has completed her/his turn, s/heshould point to the instructor/peer and say, " _____ (name), IT'S YOUR TURN."BARNYARD BINGO:

1. Load all chips into slot at top of barn.2. Pull lever and take out chip.3. Label chip (e.g. "Blue cow.").

4. If chip matches, say "Match." and place on fence card.if chip does not match, say "No match." and load in slot at top of barn.

5. After turn, say " ____(name), IT'S YOUR TURN."6. Repeat steps until one person has all chips.

POTATO HEAD PALS:

1. Sort potato parts (e.g. hats together, noses together, etc.).



2. Give a potato BODY to each player.3. Spin spinner.4. Label potato part on spinner (e.g. "Eyes.").5. Choose a part that matches the spinner, and place on potato BODY.

If you spin a part you already have, your turn is over.7. After turn, say "____ (name), IT'S YOUR TURN."

8. Repeat steps until one person has completed a Potato Pal.

REINFORCEMENT: Provide verbal praise and 1:1 primary reinforcement when teachingskills initially. Fade to an intermittent schedule of reinforcement.

ERROR CORRECTION: Provide a verbal model of the correct response and physical guidancewhen necessary.



PROGRAM: RECIPROCATES PLAY COMMENTS

SD: PLAY STATEMENTS

GUIDELINES: The child will reciprocate action and noun play statements with props andfigures from the Dollhouse.PHASE I:

Place 2 props from the Dollhouse on the table in front of the child (e.g. apple and bike) with 2different characters/figures (e.g. Barney and Girl). The instructor should perform an actionwith one figure and one prop, and label the action and noun (e.g. "Barney eating apple."). Thechild will perform a different action with the second figure and object, and label the action andnoun (e.g. "Girl riding bike.").

PHASE II:

Place 4 props and 2 different characters/figures from the Dollhouse on the table in front ofthe child. The instructor will perform 2 actions using 2 props consecutively with the figure andlabel them using "and" (e.g. "Elmo is sliding and eating a cookie.") The child will reciprocate 2actions using the other 2 props and the word "and" (e.g. "The girl is sleeping and taking abath.").

PHASE III:

Add 4 props/furniture and 2 characters/ figures to the Dollhouse (i.e. place objects in theDollhouse). The child should reciprocate either 1 or 2 actions in the Dollhouse (i.e. have thechild follow the instructor's model).

PHASE IV:

Add other props and other characters to the Dollhouse to create more choices. The childshould reciprocate either 1 or 2 actions in the Dollhouse (i.e. have the child follow theinstructor's model).

PHASE V:

Generalize to peers and novel environment.



PROGRAM: RESPONDING TO NAME FROM A DISTRACTOR



SD: "CHILD’S NAME."

GUIDELINES:

1. Engage the child in an activity while seated in her/his chair. State SD, and the child should

look up at the instructor.3. Engage the child in an activity , state SD, and the child should look up at instructor from 5-7 feet away.

3. Engage the child in an activity , state SD, and the child should look up at instructor from 8-10 feet away.

4. Engage the child in an activity , state SD, and the child should look up at instructor fromacross the room.

5. Engage the child in an activity (e.g. give him a book or turn on music). State SD. S/he shouldstop what s/he is doing and look at the instructor while sustaining eye contact for 3-5seconds. ***** The child should not be expected to simply stare at the instructor butsustain eye contact as the instructor talks to the child.

5. Engage the child in any activity. State SD. The child should look at instructor and respond"What?" and sustain eye contact.

6. Run the program in a novel environment, with natural distracters (e.g. In thepark, in the living room with family members watching TV etc.). Have novelindividuals call the child’s name. Other children are ideal for generalization.

**Criteria for each step is 90-100% over two consecutive data points.

REINFORCEMENT: Verbal praise and a token. ___ tokens = tangible reinforcer (i.e. food,drink, or toy) of her/his choice.

ERROR CORRECTION: Hold reinforcer up to eye level, turn the child’s face gently towardinstructor, and say "This is good looking." Try to fade the reinforcer over instructor’s head andsustain eye contact. Provide a verbal model of the correct response.

PROGRAM: RASPUNS LA NUME



SD: “NUMELE COPILULUI”

INDRUMARI: Invatati copilul sa raspunda la SD. Cand aude SD, copilul trebuie sa se uite inochii instructorului.

1. Stand in scaun, copilul se va uita la terapeut cu ajutor/prompt fizic.

2. Stand in scaun, copilul se va uita independent la terapeut.3. Aflaundu-se pe podea, copilul se va uita la terapeut.4. Angajati copilul intr-o activiatate (ex. dati-i o carte sau puneti-i muzica). Dati SD. Copilul

ar trebui sa se opreasca din ceea ce face si sa se uite la instructor 1 secunda.5. Angajati copilul intr-o activitate (ex. Dati o carte sau puneti muzica). Instructorul se

departeaza 30 cm de copil si da SD. Copilul ar trebui sa se opreasca din ceea ce face si sase uite la instructor timp de 5 secunde.

6. Angajati copilul intr-o activitate (ex. dai-o carte sau puneti-i muzica). Instructorul sedeparteaza 1 m de copil si da SD. Copilul ar trebui sa se opreasca din ceea ce face si sa seuite la instructor timp de 5 secunde.

7. Angajati copilul intr-o activitate (e.g. dati-I o carte sau puneti-I muzica). Instuctorul sedeparteaza 1.5-2 metri de copil si da SD. Copilul ar trebui sa se opreasca din ceea ce face sisa se uite la instructor timp de 5 secunde.

8. Angajati copilul intr-o activitate (ex. dati-I o carte sau puneti-I muzica). Instructorul sedeparteaza 2-3 metri de copil si da SD. Copilul ar trebui sa se opreasca din ceea ce face sisa se uite la instructor timp de 5 secunde.

9. Angajati copilul intr-o activate si strigati-l pe nume in timp ce va aflati in cealalta parte acamerei (la o distanta mai mare de 3 m, daca este posibil).

10. Copilul va raspunde cand este strigat din alta camera.11. Copilul va raspunde cand va fi strigat in diverse medii si de catre persoane diferite

Criteriul pentru fiecare pas este de 90-100% in doua puncte de grafic consecutive.

RECOMPENSA: Lauda verbala si recompensa tangibila (ex. mancare, bautura sau jucarie) laalegerea copilului.

CORECTAREA GRESELII: Tineti recompensa sus la nivelul ochilor vostri, intoarceti fatacopilului incetul cu mana si spuneti “Acum imi place cum te uiti.” Incearcati sa ridicati

recompensa deasupra capului vostru si sa continuati sa stabiliti .



PROGRAM: SPONTANEOUS REQUESTING

SD: NO SD.

GUIDELINES: The child should tap instructor to gain instructor’s attention when s/he wants

something. After s/he taps instructor (THE INSTRUCTOR HAS TURNED TO OR VERBALLYACKNOWLEDGED the child), he/she should ask "What do you want?" The child should point tothe desired item and request appropriately (i.e. at the level s/he is practicing in his RequestingProgram). Initially, put reinforcer out of her/his reach, but not out of her/his view.STEPS:

1. Taps for attention and requests with a point.2. Taps for attention and requests with a point and “___(label).”3. Taps for attention and requests with a point and “want __(label).”4. Taps for attention and requests "I want ___(label).”5. Taps for attention and requests “I want ___ (label), please.”6. Taps for attention and requests "___(name), I want ___(label.)"7. Taps for attention and requests "____ (name), I want ___(label), please."8. Taps for attention and request "May I have ___(label), please?"9. Taps for attention and uses a variety of requesting phrases (e.g. “May I have ___ please?”

OR “Can I have ___please?” OR “Give me ____please?” OR “I want ___ please.” Take dataand graph each phrase separately.

10. Increase the distance between the child and individual with whom s/he will make a request(In the same room.)

11. Increase distance between the child and the individual whom s/he will make a request (Indifferent rooms of the house).

12. Have the child seek out other individuals in the house for desired items. (e.g. Child tapsJill and asks, “Jill, Can I have a chip please?” Jill responds, “I don’t have any. Go askMommy.” The child should go find his/her mother and request by tapping and requestingdesired item.).

13. Generalizes tap and request across novel environments and novel people.

REINFORCEMENT: Item requested and verbal praise.

ERROR CORRECTION: Physically guide the child’s hand to tap instructor on the arm, and averbal model of the correct requesting phrase. Repeat the trial for an independent trail.

PROGRAM: SPONTANEOUS REQUESTING



SD: NO SD.

STEPS:

1. The child will tap and state the name of the target individual until he/she obtains eyecontact. Once the child gains attention of the target individual, he/she will ask for

desired item. (Follow up each statement by practicing recall, pronouns and tense. Forexample? “What did you just do?” R “I asked you for a chip?” Teacher: “And then whathappened?” Response: “You gave me a chip.”

2. The child will tap and state the name of the target individual until he/she obtains eyecontact. Once the child gains attention of the target individual, he/she will statecomment, deliver message or ask question of the target individual.

3. Joel will call for someone out of sight until verbally acknowledged and then state questionor comment.

PROGRAM: REQUESTING

SD: NO SD



GUIDELINES: State SD, and the child should verbally request the item s/he prefers. Havethe items the child can label expressively out on the table as choices.Expand and vary requesting as s/he masters each step.

1. Hold up one highly preferred item, and state SD. The child should point to the preferreditem with a good, clean point.

2. Hold one highly preferred item and one non preferred item, and state SD. The child shouldpoint to the preferred item.3. Place a highly preferred item on the table with a non preferred item and state SD. The child

should point to the preferred item.4. Place 2 preferred items on the table and state SD. The child should choose a reinforcer by

pointing.5. Place 2-4 preferred items in the child’s view but out of reach. The child will point to desired

item.6. Place items all around the room out of the child’s reach and from extended distances. The

child will point to the desired item.7. Point to item and says “___(label).”8. Points to item and says “Want ___(label).”9. Points and requests “I want ___(label).”10. Points and requests "I want ___(label), please."11. Points and requests "___(name), I want ___(label), please."12. Points and request "May I have ___(label), please?"13. Taps for attention and requests “Give me____(label), please.”14. Taps for attention and requests “Can I have ___(label), please?”15. Taps for attention and uses a variety of requesting phrases (requesting statements

from above). Take data and graph each phrase separately.16. Generalizes tap and request across novel environments and novel people.

** Criteria for each step is 90-100% over two consecutive data points.


ERROR CORRECTION: Physically guide the child’s hand to point to the desired item and

provide a verbal model of the correct label. Instructor may want to hold up the item and ask"What is this?" After the child labels the item correctly, ask "What do you want?"PROGRAM: REQUESTING

SD: NO SD

GUIDELINES: State SD, and the child should verbally request the item s/he prefers. Havethe items the child can label expressively out on the table as choices.



Expand and vary requesting as s/he masters each step.

1. Hold up one highly preferred item, and state SD. The child should point to the preferreditem with a good, clean point.

2. Hold one highly preferred item and one non preferred item, and state SD. The child shouldpoint to the preferred item.

3. Place a highly preferred item on the table with a non preferred item and state SD. The childshould point to the preferred item.4. Place 2 preferred items on the table and state SD. The child should choose a reinforcer by

pointing.5. Place 2-4 preferred items in the child’s view but out of reach. The child will point to desired

item.6. Place items all around the room out of the child’s reach and from extended distances. The

child will point to the desired item.7. Point to item and says “___(label).”8. Points to item and says “Want ___(label).”9. Points and requests “I want ___(label).”10. Points and requests "I want ___(label), please."11. Points and requests "___(name), I want ___(label), please."12. Points and request "May I have ___(label), please?"13. Taps for attention and requests “Give me____(label), please.”14. Taps for attention and requests “Can I have ___(label), please?”15. Taps for attention and uses a variety of requesting phrases (requesting statements




ERROR CORRECTION: Physically guide the child’s hand to point to the desired item andprovide a verbal model of the correct label. Instructor may want to hold up the item and ask"What is this?" After the child labels the item correctly, ask "What do you want?"

PROGRAM: MODALITATI DE A CERE

SD: FARA SD

INDRUMARI: Cand instructorul spune SD, copilul ar trebui sa ceara verbal obiectul preferat.Instructorul trebuie sa se asigure ca toate obiectele pe care copilul le poate denumi verbal sunt pemasa, la alegerea copilului. Mareste si variaza modalitatile de a cere pe masura ce copilul invatafiecare pas.



1. Instructorul tine la vedere un obiect preferat . Copilul ar trebui sa arate cu degetul spre obiectulpreferat.2. Instructorul tine la vedere un obiect preferat si unul nepreferat. Copilul ar trebui sa arate cudegetul spre obiectul preferat.3. Instructorul pune un obiect foarte preferat si un obiect nepreferat pe masa. Copilul ar trebui saarate spre obiectul preferat.

4. Instructorul pune 2 obiecte preferate pe masa. Copilul ar trebui sa-si aleaga recompensa aratand cudegetul spre ea.5. Instructorul pune 2-4 obiecte preferate la vederea copilului, fara sa poata fi ajunse de copil. Copilulva arata cu degetul spre obiectul dorit.7. Instructorul pune toate obiectele prin camera, unde copilul nu poate sa le ajunga, si mareste

distanta dintre obiecte si copil. Copilul va arata spre obiectul preferat.8. Copilul arata spre obiect si spune: “____(denumirea abiectului)”9. Copilul arata spre obiect si spune: ”Vreau ___(denumirea obiectului)”10. Copilul arata si spune: ”Eu vreau ___(denumirea obiectului)”11. Copilul arata si spune: ”Eu vreau ___(denumirea obiectului), te rog”

12. Copilul arata si spune:” ___( numele instructorului), eu vreau ___ (denumirea obiectului), te rog”13. Copilul arata si spune: “Imi dai ___(denumirea obiectului), te rog?”14. Copilul trebuie sa bata instructorul cu palma pe umar si sa spuna: ”Da-mi ___(denumirea obiectului),te rog.”15. Copilul trebuie sa bata instructorul cu palma pe umar si sa spuna: ”Imi dai ___(denumireaobiectului), te rog?”16 Copilul trebuie sa bata instructorul cu palma pe umar si sa foloseasca diferite formule de a cere (safoloseasca formulele de mai sus).17. Copilul ar trebui sa generalizeze modul de a cere atentie si de a cere obiectele dorite, in mediidiferite si cu persoane diferite.

** Criteriul pentru a trece la urmatorul pas este de 90-100% in doua puncte de grafic consecutive.

RECOMPENSA: Obiectul cerut si recompensa/lauda verbala..

PROCEDURA DE CORECTAREA A ERORII: Instructorul trebuie sa indrume fizic mana copilului casa arate spre obiectul dorit, si totodata sa-i ofere copilului un model verbal corect al cuvantului.Instructorul ar putea sa arate obiectul si sa intrebe “Ce este acesta” . Dupa ce copilul numeste corectobiectul, instructorul intreaba “Ce vrei?”

PROGRAM: REQUESTING

SD: NO SD

GUIDELINES: State SD, and the child should verbally request the item s/he prefers. THECHILD MUST ESTABLISH AND SUSTAIN EYE CONTACT FOR ALL REQUESTS.Expand and



vary requesting as s/he masters each step.

1. Points and requests “I want ___(label).”2. Points and requests "I want ___(label), please."3. Points and requests "___(name), I want ___(label), please."

4. Points and request "May I have ___(label), please?"5. Taps for attention and requests “Give me____(label), please.”6. Taps for attention and requests “Can I have ___(label), please?”7. Taps for attention and uses a variety of requesting phrases (requesting statements




ERROR CORRECTION: Physically guide the child’s hand to point to the desired item andprovide a verbal model of the correct label. Instructor may want to hold up the item and ask"What is this?" After the child labels the item correctly, ask "What do you want?"

PROGRAM: REQUESTING CHOICES

SD: “DO YOU WANT ___ OR ___?”

GUIDELINES:

Upon hearing the SD, the child should make a choice between two items.

STEPS:Present one highly preferred item and one highly non preferred item to the child visible.2. Present one highly preferred item and one moderately preferred item visible.



3. Present two preferred items to the child visible.4. State the SD without a visual presentation of the two items -- one highly preferred and

one highly non preferred.5. State the SD without a visual presentation of the two items -- one highly preferred and one

moderately preferred.6. State the SD without a visual presentation of the two preferred items.

7. State the SD with visual representations of choice places to visit or activities to play with.8. State the SD without visual representations of places to visit or activities to playwith.

REINFORCEMENT: Give the child the item requested.

ERROR CORRECTION: Present a visual representation of the choice items or repeat the SDemphasizing the preferred item.

PROGRAM: EITHER/OR/SOME/ALL/FEW

REQUESTING: SD: “DO YOU WANT ______OR _______?”

CONCEPTS: SD: “TOUCH/POINT TO EITHER THE ___OR THE ____?”

GUIDELINES: Teach the child to respond to either or questions and directions.STEPS:

1. Hold up one highly preferred item and one non-preferred item. State the requestingSD. The child should point to and request the preferred item. (E.g. “Do you want apretzel or an onion?”)

2. Practice choosing between two preferred items (e.g. “would you like ice cream or



candy?”).3. Have several pictures or items out. Instruct the child to touch or point to ONE of

the two items. State the concept SD (e.g. “Touch either the pig or the cat.”).4. Place objects in front of the child and state SD, “Give me _____ of the (object).”

The child should give the amount requested. OR show the child pictures representingdifferent amounts of items and have the child identify the correct picture according

to the concept presented.

REINFORCEMENT : Provide verbal praise and the item requested for requesting and a tokenfor concepts.

ERROR CORRECTION: Give the child the non-preffered item if s/he requests it by mistake.Manually guide the child’s hand to point to only ONE item for the concepts.

PROGRAM: ORAL MOTOR IMITATION

SD: "DO THIS."

GUIDELINES: Present SD., and give oral motor movement. The child should imitate themovement. If the child produces a sound in combination with the movement, score as correct.(A sound is not necessary for a correct score, but it is not incorrect if s/he does produce asound.) The point of oral motor imitation is to have the child imitate the motor movements to

produce sounds they do not have in their repertoire.

Open mouth (AHH placement)



blowraspberryM-placement (lips together)Blow with an open puckerstick tongue outsmack lips

O-placementsmilemove tongue from side to sideTeeth Chatter (you should be able to see his teeth)Pucker (like a kiss)place tongue to top teethE - placementF - placement (top teeth over lower lip)N-placement

REINFORCEMENT: Verbal praise + 1:1 reinforcement.

ERROR CORRECTION: Try to prompt by physically shaping the child's mouth. Instructormay also try using a mirror.



PROGRAM: VOLUME

SD: “SAY ____.”

GUIDELINES: Vary the SD with extreme volume differences (i.e. very soft or very loud). The

child should imitate your volume. Have the child repeat simple sounds and familiar words. Oncethe child is imitating the instructor’s volume consistently (i.e. 90-100% for two consecutivedays), begin requiring increased volume for familiar expressive programs (e.g. labels, socialquestions, etc.).

REINFORCEMENT: Verbal praise and a token for each correct response. ______ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Model the correct response.



PROGRAM: NON VERBAL IMITATION

SD: the action

PHASE I:

GUIDELINES: State the SD and perform an action. The child should imitate you in mirror image (e.g.wave with your right hand, he will wave with his left hand). Items in random should be presented

WITHOUT a SD and at a rapid pace.

PHASE II:

GUIDELINES: Utilize this skill in different environments and positions (e.g. sitting on the floor, onthe couch, standing) and in functional places (e.g. have the child imitate you rubbing your handstogether when washing your hands in the bathroom, or rubbing your arm with a towel).

PHASE III:

GUIDELINES: Present the child with novel actions.

PHASE IV:

GUIDELINES: Utilize novel people, especially children, without SD. The child should attend to, andimitate other children’s actions.

block in bucket touch nose touch feetrub legs circle arms touch tummy marchknock put hands on waist rub hands togetheropen/close hands touch index fingers togetherrub arm arms straight out to sides touch headstand stomp feet jumpraise arms turn tap tableshake head clap nod headwave cover face with hands pointtap shoulders wiggle fingers thumbs uppinkies up peace sign marchingstanding on one leg sit Indian style sit with legs together, in frontsit with knees bent to chest

REINFORCEMENT: Verbal praise and a tangible reinforcer (i.e. food, drink, or toy) on a 1:1 schedule.

ERROR CORRECTION: Manually guide the child through the correct movement.



PROGRAM: IMITA MISCARI DE MOTOR GROS SI FIN

SD: actiunea in sine

FAZA I:

INDRUMARI: Terapeutul spune SD si executa actiunea. Copilul trebuie sa imite actiunea “in

oglinda” (ex. cand terapeutul ridica mana dreapta, copilul trebuie sa ridice mana stanga). Actiunile

deja invatate (in random) trebuie prezentate copilului FARA SD si intr-un ritm foarte rapid. .

FAZA II:

INDRUMARI: Terapeutul trebuie sa foloseasca/generalizeze ceea ce copilul a invatat in FAZA I in

medii si pozitii diferite (ex. stand pe podea, pe canapea, sau in picioare) si in situatii functionale

(ex. terapeutul il invata pe copil sa imite sa-si frece mainile una de alta atunci cand se spala pe

maini)(

FAZA III:

INDRUMARI: Terapeutul trebuie sa-i prezinte copilului actiuni noi.

FAZA IV:

INDRUMARI: Terapeutul trebuie sa creeze situatii in care copilul imita personae noi, in special copii,fara SD. Copilul trebuie sa fie atent si sa imite actiunile altor copii.

Freaca picioarele Aplauda FoarfecaAtinge burta Ridica degetele mari Sta ghemuit (cu picioarele la piept)Bratele lateral Marsaluieste Se apleaca si atinge degetele deBate din picioare Sta in scaun cu picioarele lipite la picioareSe invarte in jurul axului propriu Pune mainile pe solduri Pune mainile pe solduriRoteste bratele Acopera fata cu mainile Atinge burtaFreaca bratele Flutura degetele Bate din picioareSta in picioare Semnul pacii Se invarte in jurul axului propriuRidica bratele Sta “turceste” Arata cu degetulMisca capul dintr-o parte in alta Atinge capul SareFace “pa” Atinge nasul Da din cap in sus si in josAtinge umerii Ridica degetele mici Bate in masaSta intr-un picior Uneste degetele aratatoare Marsaluieste

Sta in scaun cu picioarele lipite Face geuflexiuni Rostogoleste degetele pe masaunul de altul Ciocaneste la usa

RECOMPENSA: Recompensa verbala si recompensa tangibila (ex. mancare, jucarii etc.) 1:1

CORECTAREA GRESELII: Terapeutul trebuie sa ghideze fizic mana copilului ca acetsa saexecuta miscarea corecta.PROGRAM: OBJECT IMITATION



SD: "DO THIS."

PH

ASE I:

GUIDELINES: The child should be sitting across from therapist with identical objects on thetable. Therapist should pick up an object and state SD: "DO THIS." as s/he manipulates theobject appropriately. The child should imitate the therapist’s actions with the correspondingobject. For example, therapist picks up toy car, states SD: "DO THIS.", and pushes car alongtable, saying "Zoom!" The child should pick up his/her toy car and push it along the table,saying "Zoom!"

Places block in bucket Rings bellPushes car and says "Zoom!" Waves flagHits drum Puts on hatScribbles on paper Wipes mouth with tissueBangs toy hammer and says "Bang, bang!" Shakes maracaFeeds doll and makes feeding sounds Holds phone to ear and says "Hello."Drinks from cup and makes slurp sound Blows hornMakes actions with doll Rolls play-dohPlaces coin in bank Kiss doll and says "I love you."Builds with blocks/Legos Stamps paperMoves animals and makes animal sounds Pushes train and says "Choo choo."Puts doll on slide and says "Wee!" Bangs toy piano and sings "La, la, la"Eats play food and says "Yummy!"

PHASE II:

GUIDELINES: have the child imitate a sequence of actions with objects in the naturalenvironment. If you are building with blocks the child should follow you and build the sameitem. Teach natural sequences.

REINFORCEMENT: Verbal praise and 1:1 tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child from behind to perform the correct actionwith the corresponding object and a verbal model of the correct phrase.

PROGRAM: IMITA ACTIUNI CU OBIECTE



SD: "FA ASA"

FAZA I:

INDRUMARI: Copilul trebuie sa stea in fata terapeutului, avand obiecte identice cu cele aleterapeutului. Terapeutul trebuie sa ia un obiect si sa spuna SD: “FA ASA,” in timp ce executa o

actiune corespunzatoare obiectului respectiv. Copilul trebuie sa imite actiunile terapeutuluifolosind obiectele corespunzatoare. De exemplu, terapeutul ia o masina de jucarie, spune SD:”FA ASA” si impinge masina pe masa, spunand “Vruuuuum!” Copilul trebuie sa ia masinuta lui, sa oimpinga pe masa si sa spuna “Vruuuum!”

Jocul cu masinaJocul cu uneltele (bate cuie cu ciocanul, masoara cu metrul, taie cu fierastraul)Jocul cu papusa (hraneste pausa, o sterge la gura, schimba papusa, ii da un pupic)Constuitul cu cuburiJocul cu animalele de la ferma (insotit de sunetele corespunzatoare fiecarui animal)Jocul de-a bucataria (face mancare,pune mancarea in farfurii,mananca, spune: “Ce bun e!”)

Vorbitul la telefon (ridica receptorul, spune “Alo!” schimba o cateva cuvinte, spune “Pa!”)Jocul cu plastilina (rostogoleste plastilina, modeleaza un obiect)Jocul cu trenuletul (imipinge trenuletul, spune “Uuuu!”)Canta la pian (apasa clapele pianului si canta in acelasi timp)

FAZA II:

INDRUMARI: Copilul trebuie sa imite o secventa de actiuni in mediul lui natural. Dacaterapeutul construieste cu cuburi, atunci copilul trebuie sa imite si sa construiasca ceea ceterapeutul construieste (amintiti-va ca atunci cand executati secvente mai lungi, nu trebuie intaisa terminati secventa si apoi sa lasati copilul sa imite, ci copilul trebuie sa imite in timp ce voiexecutati diferitele secvente ale actiunii). Obiectivul acestui program este de a invata copilul

sa imite adulti sau copii care executa secvente de actiuni. Lucrati acest program gandindu-vaca obiectivul este ca acel copil sa imite in mod natural actiuni pe care altii le executa in prezentalor. De exemplu, terapeutul spune SD:” FA ASA,” si executa actiuni corespunzatoare jocului cupapusa: Ia papusa, o strange in brate, o hraneste cu biberonul, o leagana in mod cat mai natural.Deasemenea, amintiti-va sa indepartati SD-ul “FA ASA” cat de curand posibil, astfel incatcopilul sa imite din proprie initiativa (amintiti-va cum copiii incearca sa imite actiunile adultilor,

sau jocul altor copii, fara sa li se spuna sa imite).

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:1 la alegerea copilului.



CORECTAREA GRESELII: Terapeutul trebuie sa stea in spatele copilului si sa ghideze fiziccopilul sa execute actiunea corecta cu obiectul corespunzator, si deasemenea trebuie sa ofereun model verbal corect al cuvintelor folosite in timpul actiunii.

PROGRAM: SONG IMITATION

SD: WORDS TO SONG

PROCEDURES: The therapist should be seated across from the child and sing a song withcorresponding hand movements. The child should model the therapists movements. SING THESONG SLOWLY allowing the child some time to follow along.



WHEELS ON THE BUS ITSY BITSY SPIDERWheels-circles arms spider-two hand together with fingers touchingAll around the town-opens arms wide to side rain- wiggles fingers and brings hands down from upHorn-open hand hits closed fist in the airDoors (open & shut)-arms wide out to side and washed the spider out-one hand on top of other

hands clap together in front of child and opens arms out to side

wipers- waves hands and arms back and fourth sun-arms up above head with fingers touchingbabies crying-rubs eyesMommies- raises pointer finger to mouth

IF YOUR HAPPY AND YOU KNOW IT HEAD, SHOULDERS KNEES & TOES

Clap hands Head, shoulders, knees & toesStomp feet Knee’s & toes“Shout Horay” child raises arms up in the air Head, shoulders, knees & toes

Knee’s & toesEye’s and ears and mouth and noseHead, shoulders, knees & toes

Knee’s & toes

REINFORCEMENT: 1:1 reinforcement at target step.

ERROR CORRECTION:1. Create a long pause to signal to the child that he should be imitating your actions.2. 2. Physically manilpulate the child’s hands to create the target response.

PROGRAM: IMITA CANTECE

SD: CUVINTELE CANTECULUI PROPRIU-ZIS

INDRUMARI: Instructorul trebuie stea in fata copilului si sa cante un cantec folosindgesturile corespunzatoare cantecului. Copilul trebuie sa imite gesturile instructorului.INSTRUCTORUL TREBUIE SA CANTE INTR-UN RITM SCAZUT (pronuntand cuvintele mai



rar) pentru a ingadui copilului sa urmeze modelul instructorului si sa cante impreuna cu el.

1. Daca vesel se traieste.2. Bate vantul frunzele.3. O vioara mica.

RECOMPENSA: Recompensa tangibila 1:1 pentru 1:1 reinforcement at target step.

CORECTAREA ERORII: Instructorul trebuie sa creeze pauze lungi intimpul cantecului pentru a semnalacopilului ca trebuie sa imite actiunile si cantecul. Instructorul trebuie sa ghideze fizic mainile copilului pentru aobtine raspunsul correct.

PROGRAM: BLOCK IMITATION

SD: "BUILD THIS."

STEPS: 1. Single-block placements2. Two-block constructions3. Three-block constructions4. Four-block constructions5. Five-block constructions6. Structure built out of view (i.e. behind a barrier)



PHASE I:

GUIDELINES: Place an assortment of identical blocks on table (in front of the child andinstructor). Sit across the table from her/him. Instructor should build a block constructionwith a set of blocks, and state SD. The child should build the same structure with her/his setof blocks. The child does not have to build her/his blocks using the same sequence asinstructor, but her/his finished structure should look the same.

PHASE II:

GUIDELINES: Generalize this skill to functional play activities, such as Legos and buildingblocks. (e.g. Build a house, a car etc.). If the child is having trouble imitating a model(because their are too many steps involved), break to model down into simple steps and havethe child imitate you at each step. Provide the child with a verbal model of the structure you are building (e.g. “Let’s build a house.”).

PHASE III:

GUIDELINES: Place an assortment of different colored blocks on the table (in front of thechild and instructor). Sit across the table from him/her. Instructor should construct apattern with the blocks and state SD. The child should construct the same pattern withhis/her set of blocks.

PHASE IV:

GUIDELINES: Generalize PHASE III to functional activities (e.g. Stringing beads withpattern cards.).

REINFORCEMENT: Verbal praise and 1 token. ___ tokens = tangible reinforcer ofher/his choice (i.e. food, drink, or toy).

ERROR CORRECTION: Physically guide the child's hands to build the correct structure.



PROGRAM: IMITA CONSTRUCTII CU CUBURI

SD: "CONSTRUIESTE ASTA."

PASI:

1. Imiata plasarea unui singur cub.2. Imita constructii de doua cuburi.

3. Imita constructii de trei cuburi.4. Imita constructii de patru cuburi.5. Imita constructii de cinci cuburi.6. Imita o structura construita in afara vedererii copilului (in spatele unei bariere).

FAZA I:

INDRUMARI: Instructorul pune seturi de cuburi identice pe masa (in fata copilului si ainstructorului). Instructorul sta in fata copilului. Instructorul construieste ceva cu setul sau decuburi si spune SD. Copilul trebuie sa construiasca aceeasi structura cu setul sau de cuburi.Copilul nu trebuie sa urmeze aceeasi ordine ca si instructorul, insa structura finala trebuie saarate la fel cu cea a instructorului.FAZA II:

INDRUMARI: Copilul trebuie sa generalizeze aceasta deprindere la situatii de joc functional,cum ar fi lego, sau construitul cu cuburi. (ex. construieste o casa o masina etc.). In cazul incare copilul are probleme cu imitarea modelului (pentru ca sunt prea multi pasi implicati),impartiti modelul in pasi simpli si cereti-i copilului sa imite fiecare pas in parte. Oferiticopilului un prompt verbal pentru structura pe care o veti construi( ex. “Hai sa construim ocasa.”).

PHASE III:

GUIDELINES: Place an assortment of different colored blocks on the table (in front of thechild and instructor). Sit across the table from him/her. Instructor should construct apattern with the blocks and state SD. The child should construct the same pattern withhis/her set of blocks.

PHASE IV:

GUIDELINES: Generalize PHASE III to functional activities (e.g. Stringing beads withpattern cards.).


ERROR CORRECTION: Physically guide the child's hands to build the correct structure



PROGRAM: ONE STEP INSTRUCTION

SD: INSTRUCTION

GUIDELINES: Have any materials needed for the program out on the table before

beginning trials (i.e. crayons, music, hairbrush, etc.) .State SD. The child will perform desiredaction. As each command is mastered, vary the placement of objects and the materials used.

SIT HANDS DOWN EAT THROW AWAY STAND UP DRINKCLAP POINT RUNSTOMP FEET TAP TABLE WALKWAVE RAISE ARMS COLORJUMP TURN TURN MUSIC ON/OFFOPEN/CLOSE DOOR TURN LIGHT ON/OFF KICK BALL

GET SHOES THROW BALL GIVE ME KISSGIVE ME HUG GET A TISSUE GIVE ME FIVETAP SLEEP WASH (hands)WALK BLOW BRUSH (hair)HAMMER READ (book) KICK (a ball)OPEN CLOSE DRY (with towel)KNOCK PUSH PULLTHROW CRY SLIDETAP BRUSH (teeth) HOLDDIG PLAYTIE SHOES VACUUM PAINT

PUT ON SWEEP CUT DRIVE WRITE GET DRESSEDCATCH BOUNCE SMILERIDE

REINFORCEMENT: Verbal praise and tangible reinforcer on a 1:1 schedule.

ERROR CORRECTION: Manually guide the child through the correct action.

PROGRAM: INSTRUCTIUNI/COMENZI DE UN PAS



SD: ISTRUCTIUNEA/COMANDA PROPRIU-ZISA

INDRUMARI: Trebuie sa veti toate materialele necesare programului pe masa inainte sa incepetIncercarile (EX. creioane, muzica, perie de par, etc.) Spuneti SD. Copilul trebuie sa execute acdorita. Dupa ce fiecare comanda este invatata, variati tipul si locul obiectelor si al materialelorfolosite. Pentru Anca folositi comenzi functionale.

STAI MAINILE JOS MANANCAARUNCA RIDICA-TE BEAAPLAUDA ARATA ALEARGARIDICA-TE BATE IN MASA MERGIBATE PALMA RIDICA BRATELE COLOREAZASARI INTOARCE-TE OPRESTE MUZICADESCHIDE/INCHIDE USA ARUNCA MINGEA PORNESTE MUZICAADU PANTOFII APRINDE/STINGE LUMINA LOVESTE MINGEAIMBRATISEAZA-MA ADU BATISTA DA-MI UN SARUT

BATE DORMI SPALA (MAINILE)MERGI SULFA PERIE (PARUL)CIOCANESTE CITESTE (CARTE) LOVESTE (O MINGE)DESCHIDE INCHIDE USUCA (CU PROSOPUL)BATE IMPINGE TRAGEARUNCA ASPIRA ZAMBESTESAPA MATURA TINELEAGA SIRETURILE SCRIE SCRIEPICTEAZA CONDU TOPAIEDECUPEAZA PRINDE PLANGIPERIE (DINTII) IMBRACA-TE CALARESTEJOACA-TE ZAMBESTE

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:1 (primeste recompensa dupa fiecincercare).

CORECTAREA ERORII: Ghidati manual copilul sa execute actiunea corecta.



PROGRAM: TWO STEP COMMANDS

SD: TWO STEP INSTRUCTION WITH "AND"

GUIDELINES:

Present two simple One Step Commands joined with "and". After listening toboth commands, the child should perform the actions in the correct sequence.Example, SD: "Touch nose and clap." R: Child touches her/his nose then clapsher/his hands.

2. One simple command and one complex command.3. Two complex commands.


ERROR CORRECTION: Physically guide the child to perform the response or model thecorrect response. State the second part of the instruction as s/he is finishing the first part ofthe instruction.



PROGRAM: INSTRUCTIUNI/COMENZI DE UN PAS

SD: INSTRUCTIONI DE UN PAS UNITE CU “SI”

INDRUMARI:

1. Instructorul prezinta doua comezi de un pas simple, unite cu prepozitia “si”. Dupa ce ascultaambele comenzi, copilul trebuie sa execute cele doua actiuni in ordinea corecta. De exempluinstructorul spune SD: “Atinge nasul si aplauda.” Copilul isi atinge nasul si apoi aplauda.2. O comanda simpla si una dificila unite cu “si.”3. Doua comenzi dificile unite cu “si.”

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului.

CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic copilul pentru ca acesta sa dearaspunsul sau`trebuie sa modeleze raspunsul corect. Spuneti a doua parte a comenzii imediat cecopilul termina de executat prima parte a comenzii.

PROGRAM: FUNCTIONAL COMMANDS

SD: TARGET COMMAND



GUIDELINES:

A) "COME HERE."

1 1. Initially, have the child stand 1-2 steps from her/his chair or from instructor. State SD.S/he

should walk towards instructor and look or walk to chair, sit down, and look. Also, practice thisincidentally when returning to work from play.

2. Next, have the child come from 3-5 steps away.3. Upon hearing the SD, s/he should come to the instructor from 6-10 steps away.4. Upon hearing the SD, the child should immediately respond "I'm coming." and walk towards

the instructor.5. Upon hearing the SD, from another room, the child should immediately respond "I'm coming."

and walk to the instructor.6. Generalize response outside of house and across novel people, especially other children.7. Vary SD (e.g. “Come on over here.” Or “Let’s go.” Or “Come on.”)

B) "STOP."

1. Initially have child stand between two instructors. S/he should begin walkingtowards the instructor facing her/him. Upon hearing the SD: "STOP."S/he should stop walking and stand still.

2. Practice this incidentally when walking down the hall and playing on the playground.3. Teach target response when s/he is not facing the instructor.4. Last, practice response when the child is running.5. Generalize responses to novel environments and people.6. Generalize to games (e.g. Red Light-Green Light).

REINFORCEMENT: Verbal praise and tangible reinforcer.

ERROR CORRECTION:

A) Physically guide child to the chair/instructor, and say "This is come here." Then move her/himback, and repeat trial. Instructor may also want to try natural prompts like tapping the chair seatwhen giving SD. or motioning for the child to come when giving SD.B) Second instructor should physically stop the child from walking, and first instructor should say

"This is Stop." Then move the child back to her/his original start and repeat the trial. Instructor

may want to use natural prompts like holding their hand up with palm forward when stating theSD to signal to the child to stop walking.

PROGRAM: FUNCTIONAL PHRASES

SD: THE SITUATION.



GUIDELINES: Set up specific situations that elicit verbal phrases from the child. Forexample:-For the request "Open door." instructors may want to stand behind the child and aclosed/locked door waiting for her/him to open it. When s/he requests "Open door." say "SureI will open the door for you." and open the door.

-For the request "Help me." The child should be given a task s/he cannot complete (e.g. zipher/him jacket, put on her/him shoe, complete a puzzle, turn on light/water, etc.). When thechild requests "Help me." say "I will help you."

-For the request "Do it again." play with the child (game, song, tickle) and stop what you aredoing. Prompt her/him to say "Do it again." then begin to play with her/him again.

"Open the door." "Do it again.""Help me." "Let go.""You're welcome." "Thank you.""Open this." "More ____(label).""Here's the ____(label)." "Come here.""Pick me up." "Excuse me."“Give me a hug.” “Uh Oh.”“It fell down.” “Can I play?”“Give it back” or “That’s mine!”“Hi”“Bye”

REINFORCEMENT: Verbal praise and what s/he is requesting.

ERROR CORRECTION: Verbal model of correct request. Repeat situation for independenttrial.



PROGRAM: FRAZE FUNCTIONALE

SD: SITUATIA PROPRIU-ZISA

INDRUMARI:

Creaza situatii clare care sa solicite fraze functionale din partea copilului. De exemplu:

-Ca sa ceara “Deschide usa,” instructorul ar putea sta in spatele copilului care se afla in fataunei usi inchise/incuiate si sa asteapte sa fie deschisa de copil. Cand copilul cere “Deschide usa”instructorul spune “Sigur, am sa-ti deschid usa,” si deschide usa.

-Ca sa ceara “Ajuta-ma,” ar trebui sa i se dea copilului o cerinta/misiune pe care n-o poateefectua singur (ex. sa se incheie la fermoarul de la haina, sa incalte sosetele, sa completeze unpuzzle, sa aprinda lumina, sa deschida apa,etc.). Cand copilul foloseste “Ajuta-ma,” instructorulspune “Sigur, am sa te ajut.”

-Ca sa ceara “ Din nou,” inctructorul trebuie sa se joace cu copilul ( sa joace un joc impreuna, sa-i cante, sa-l gadile) si la un moment dat sa se opreasca. Instructorul trebuie sa promptezecopilul sa ceara “Din nou,” si apoi sa inceapa sa se joace iar cu el/ea.

“Deschide ___(denumirea obiectului)” “Din nou/ Vreau din nou.”“Ajuta-ma.” “Hai/ Hai sa mergem.”“Cu placere.” “Multumesc.”“Ia ____ (denumirea obiectului)” “Vreau mai mult ___(obiectul).”“Ridica-ma.” “Vino/Vino aici.”“Imbratiseaza-ma.” “Pardon/Scuza-ma.”“___ (obiectul) a cazut.” “Uh Oh.”“Da-mi-l inapoi.” “Pot sa ma joc.”“E al meu/mea.”“Salut.”“Pa.”

RECOMPENSA: Recompensa verbala si ceed ce copilul a cerut.

CORECTAREA GRESELII: Modelati verbal raspunsul correct. Repetati incercarea pentru aobtine un raspuns independent.

PROGRAM: CALLS PARENT/PERSON FROM A DISTANCE



SD: “NAME.”

GUIDELINES:

Have the parent stand a distance from the child. State the SD (e.g. “Call Mommy.”). The childshould call out to the parent in a loud voice (e.g. Mommy! Come here!”). Upon hearing the child

call for the parent, the parent should immediately respond “I’m coming!” The child shouldremain where s/he is until the parent comes to the child. Systematically increase the distancebetween the child and parent.STEPS:1. 1-2 steps from the child with back turned.2. 3-5 steps from the child with back turned.3. 6-10 steps from the child with back turned.4. 1-2 steps out of room and out of view.5. 3-5 steps out of room and out of view.6. In another room.7. Generalize to novel people (instructors, teacher, peers, etc.)8. Generalize to novel environments (school, park, etc.)

REINFORCEMENT: Verbal praise, hugs, and tickles from Mom or Dad!!

ERROR CORRECTION: The instructor should shadow the child and verbally prompt her/himto call out to the parent.



PROGRAM: FUNCTIONAL YES AND NO/VISUAL CUES

SD: “DO YOU WANT ___?”

GUIDELINES:

YES: Present a preferred item (food or toy) and say SD: “DO YOU WANT ___ (name of item)?”A) The child should pick up the “yes” icon and exchange it with the instructor.B) The child should pick up the “yes” icon and exchange it with the instructor andsay “yes”

NO: Hold up a non preferred item (food or toy) and say SD: “DO YOUWANT ___?”A) The child should pick up the “no” icon and exchange it with the instructor.B) The child should pick up the “no” icon and exchange it with the instructor andsay “no”

REINFORCEMENT: Following a “Yes” response, give the child the preferred item.Following a “No.” response, immediately remove the non preferred item from view.

ERROR CORRECTION: Physically guide the child’s hand to the correct picture and model thecorrect verbal response.



PROGRAM: FUNCTIONAL YES AND NO/MOTOR CUES

SD: “DO YOU WANT ___?”

GUIDELINES:

1. YES: Present a preferred item (food or toy) and say SD: “DO YOU WANT ___ (name of item)?”A) The child should nod his/her head up and down.B) The child should nod his/her head and say “yes.”

2. NO: Hold up a non preferred item (food or toy) and say SD: “DO YOUWANT ___?”A) The child should shake his head.B) The child should shake his head and say “no”

REINFORCEMENT: Following a “Yes” response, give the child the preferred item.Following a “No.” response, immediately remove the non preferred item from view.

ERROR CORRECTION: Physically guide the child’s hand to the correct picture and model thecorrect verbal response.



PROGRAM: DA SI NU FUNCTIONAL/FOLOSIND GESTURI

SD: “VREI________?”

INDRUMARI:

1. DA: Aratati copilului un articol preferat (mancare sau jucarii) si spuneti SD: VREI ____(numele articolului)?”A. Copilul trebuie sa dea din cap, in sus si in jos.B. Copilul trebuie sa dea din cap, in sus si in jos si sa spuna “DA”

2. NU: Aratati copilui un articol nepreferat (mancare sau jucarii) si spuneti SD: VREI ____(numele articolului)?”A. Copilul trebuie sa nege din cap.B. Copilul trebuie sa nege din cap si sa spuna “NU”

Pentru Anca: invata mai intai ambele miscari din cap si apoi trece la raspunsuri/aproximariverbale. Terapeutul trebuie ofere raspunsul verbal corect atunci cand copilul executa miscareadin cap.

RECOMPENSA: Imediat dupa raspunsul “DA” se da copilului articolul preferat. Imediat duparaspunsul “NU” se indeparteaza articolul nepreferat din spatiul vizual

CORECTAREA ERORII: Ghidati fizic mana copilului spre imaginea corecta si modelati verbalraspunsul corect.



PROGRAM: ANSWERS YES AND NO QUESTIONS

ABOUT OBJECTS

SD: “IS THIS A _____(label).”

GUIDELINES: Hold up or point to an object, and state SD (e.g. Hold a ball up and state SD:“Is this a ball?”). Either give the correct label (e.g. ball) or an incorrect label (e.g. “Is this acow?”). The child should answer the question appropriately. The child should master both stepsbefore moving to the next phase.

PHASE I: Item labels.PHASE II : Action labels. (SD: “Is the (gender) (action)?”PHASE III: CategoriesPHASE IV: General knowledge questions.

STEPS:

1) YES: Present a correct label or true statement and state SD.A) The child should nod her/his head “yes”.B) The child should nod her/his head and say “Yes.”

2) NO: Present an incorrect label or false question, and state the SD.A) The child should shake her/his head “no”.B) The child should shake her/his head and say “No.”

3) RANDOM YES AND NO: Present either a true or false statement and state SD.The child should nod head yes or say “Yes.” for the true statement and shake head noor say “No.” for the false statement.

REINFORCEMENT: Verbal praise and a token for each correct response. ______ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Model the correct response.



PROGRAM: RASPUNDE DA SAU NU LA INTREBARI DESPRE OBIECTE

SD: “ACESTA ESTE UN/O _____(denumirea obiectului).”

INDRUMARI: Instructorul trebuie sa tina un obiect la vederea copilului si sa spuna SD (ex.instructorul ii arata copilului o minge si spune SD: “Aceasta este o minge?” Instructorul poate safolosesasca denumirea corecta a obiectului (ex. minge) sau denumirea incorecta (ex. instructorulii arata mingea copilului si intreaba “Aceasat este o vaca?”). Copilul trebuie sa raspunda corectla intrebare (ex. copilul raspunde “Da” atunci cand instructorul intreaba daca mingea e minge,sau raspunde “Nu” daca intreaba daca mingea este o vaca). Copilul trebuie sa invete ambii pasiinainte de a trece la urmatoarea faza.

FAZA I: Obiecte.FAZA II : Actiuni. (SD: “Fetita/Baiatul/Ea/El _____(actiune)?”FAZA III: CategoriiFAZA IV: Intrebari de cultura generala/ cunostinte generale.

PASI:

1) DA: Instructorul ii prezinta copilului denumirea corecta a obiectului.A) Copilul da din cap in sus si in jos.B) Copilul da din cap in sus si in jos si spune “Da.”

2) NO: Instructorul ii prezinta copilului denumirea incorecta a obiectului sau o intrebarefalsa.

A) Copilul da din cap la stanga si la dreapta.B) Copilul da din cap la stanga si la dreapta si spune “Nu.”

3) DA SI NU IN RANDOM: Instructorul trebuie sa-i prezinte copilului intrebari corectesau false si sa spuna SD. Copilul trebuie sa dea din cap in sus si in jos si sa spuna “Da” pentruintrebarile corecte, sau sa dea din cap la stanga si la dreapta si sa spuna “Nu” pentru intrebarilefalse/incorecte.

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentrufiecare raspuns corect.CORECTAREA ERORII: Instructorul trebuie sa-i modeleze copilului raspunsul corect.

PROGRAM: RECEPTIVE LABELS



SD: “POINT TO (label).”

SD: “WHERE IS THE _______.”

SD: “SHOW ME THE (label).”

GUIDELINES: Place 3-4 objects/pictures on the table in front of the child ( e.g. ball, car,book, and hat.) and state SD (e.g. “Point to car.”). The child should point to up the correctobject (e.g. The child points to the car.) NO LESS THAN 3 REPRESENTATIONS SHOULD BEUSED DURING TEACHING. NOVEL ITEMS SHOULD BE USED FOR A PROBE BEFORE ITEMIS MASTERED.

**Criteria for each step is 90-100% over two consecutive data points.

REINFORCEMENT: Verbal praise and 1:1.

ERROR CORRECTION: Physically guide the child’s hand to pick up the correct item, and averbal model of the correct label.



PROGRAM: IDENTIFICAREA RECEPTIVA A OBIECTELOR

SD: “ARATA SPRE ____(obiect).”

SD: “UNDE ESTE _____(obiect).”

SD: “ARATA-MI ____ (obiect).”

INDRUMARI: Puneti 3-4 obiecte/imagini pe masa in fata copilului (ex. Minge, masina, carte, sicana) si spuneti SD (ex. “Arata masina.”). Copilul ar trebui sa arate spre obiectul corect (ex.Copilul arata spre masina).NU FOLOSITI MAI MULT DE TREI IMAGINI DIFERITE ALEACELUIASI OBIECT. PROBATI DACA COPILUL DISCRIMINEAZA REPREZENTARI NOI ALEOBIECTELOR INAINTE DE A TRECE OBIECTUL IN RANDOM.

**Criteriul pentru a trece la urmatorul pas este 90-100% in doua puncte de grafic consecutive.

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:!1.

CORECTAREA GRESELII: Ghidati fizic mana copilului pentru a arata spre obiectul sauimaginea corecta, si oferiti un model verbal al denumirii corecte a obiectului.

PROGRAM: OBJECT RETRIEVAL (from a distance)



SD: “GIVE/GET ME ____(label).”

GUIDELINES:

1) Place objects on the table in front of the child. State SD. The child should hand

instructor the correct item.2) Place objects on the table in front of the child and state the SD. The child shouldhand you the correct object and say “Here ___ (name).”3) Place the objects on the floor and state the SD. The child should hand you the correct

object and say “Here ___.”.4) Place the objects 2-3 steps form the child and state the SD. The child should retrieve

the object and say “Here ___.”5) Place the objects 4-7 steps away and state the SD. The child should retrieve the

object and say “Here ___.”6)The child should retrieve the objects from around the room.7)The child should retrieve an object from another room.8) The child should retrieve items from their natural environment (in other rooms of thehouse).

REINFORCEMENT: Verbal praise and 1 token. ____ tokens = tangible reinforcer ofher/his choice.

ERROR CORRECTION: Physically guide the child to retrieve the correct object. Provide averbal model of the correct response.



PROGRAM: ADUCEREA OBIECTULUI

SD: ”DA-MI/ADU-MI……..(numele obiectului)

INDRUMARI:

1) Instructorul pune diferite obiecte pe masa, in fata copilului, si spune SD. Copilul trebuie sa-idea instructorului obiectul cerut.

2) Instructorul pune diferite obiecte pe masa, in fata copilului, si spune SD. Copilul trebuie sa-idea instructorului obiectul cerut si sa spuna”Ia…..(numele)”

3) Instructorul pune obiectele pe podea si spune SD. Copilul trebuie sa-i dea instructoruluiobiectul cerut si sa spuna ”Ia…(numele)”

4) Instructorul pune obiectele la 2-3 pasi departare de copil si spune SD. Copilul trebuie sa-i

aduca instructorului obiectul cerut si sa spuna ”Ia/Iata….”5) Instructorul pune obiectele la 4-7 pasi departare de copil si spuneSD. Copilul trebuie sa-i

aduca instructorului obiectul cerut si sa spuna ”Ia….”6) Copilul trebuie sa-i aduca instructorului obiectele cerute de prin camera.7) Copilul trebuie sa-i aduca instructorului un obiect cerut din alta camera.8) Copilul trebue sa-i aduca instructorului obiecte din mediul lor obisnuit (din alte camere ale

casei).

RECOMPENSA: Recompensa verbab si recompensa tangibila la laegerea copilului.

CORECTAREA GRESELII: Instructorul ofera copilului ajutor fizic pentru a adduce obiectulcorect, si un model verbal al raspunsului corect.

PROGRAM: HANDING

SD: "GIVE ME ___(label)."



PHASE I:

GUIDELINES: Place 3-4 items on table within view. State SD: "GIVE ME ___(label)." The child responds"Okay/Sure." Then looks for and picks up the item from the groupon the table. As s/he hands you the item, s/he should say "Here ____(name of instructor)." Instructor says SD:"THANK YOU." The child answers "You're welcome."Vary items used each trial.For example:

SD: “Give me ball.”R: “Okay.”

The child retrieves the ball and hands it to instructor, “Here Jill.”SD: “Thanks.”R: “Your welcome.” STEPS: (Teach by forward chaining)

1. Upon hearing the SD, The child responds "Okay." while looking at theinstructor.

2. The child retrieves the correct item.3. S/he hands you the correct item and says "Here ___(name)."

4. When instructor says "Thank you." The child responds "You're welcome."

Criteria for each step is 90-100% for two consecutive sessions.

PHASE II: OBJECT RETRIEVAL (from a distance)



SD: “GIVE ME ____(label).”

-or- “GET ME A/AN_____(label).”

GUIDELINES:

1) Place the objects on the floor and state the SD. The child should hand you the correctobject and say “Here ___.”.

2) Place the objects 2-3 steps form the child and state the SD. The child should retrieve

the object and say “Here ___.”3) Place the objects 4-7 steps away and state the SD. The child should retrieve the

object and say “Here ___.”4) The child should retrieve the objects from around the room.5) The child should retrieve items from other rooms in the house6) The child should retrieve items from their natural environment (e.g. SD: “Get me a

cup.” R: The child should go to the kitchen and bring you a cup and say, “HereJill.” SD: “Thank you.” R: “Your Welcome.”).

7) Very SD’s (e.g. “Could you do me a favor and get me a tissue.” Or “Please give me my coat.” Or “Thanks a lot.”Or “I appreciate it.”) and the child’s responses (e.g. “Yup” or “No problem.” or “Of course.” or “Here you go.”).Use natural language, in novel environments with novel people.

REINFORCEMENT: Verbal praise and 1 token. ___ tokens = tangiblereinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child to retrieve the correct object. Provide a verbal model of thecorrect response.



PROGRAM: RECEPTIVE LABEL IDENTIFICATION (SLOW LEARNERS)

SD: “(action)(label).”

PHASE I:

Place 3D familiar items that the child can perform an action with out on the table (e.g. cup with juice in it or pretzel). State the SD, and the child will perform a familiar action with the item(e.g. SD: “Eat pretzel.” R: The child picks up the pretzel and eats it) Or “drink juice” and thechild picks up the cup with juice in it and drinks it. Begin PHASE II once 4 items are in random.Hold of on introducing new items until these items are mastered as pure labels.PHASE II:

Place 3D items learned in Phase I out on the table in front of the child. State the SD, and thechild with point to or pick up the correct item without performing an action with the item (e.g.SD: “Pretzel.” R: the child picks up the pretzel.). ***** move to this phase slowly. For exampleif the child is still picking up the pretzel and eating it but you are able to fade the SD to simply“Pretzel.” This is OK. Then work on having the child simply ID the object.

REINFORCEMENT: Verbal praise and tangible (i.e. food, drink, or toy) reinforcer on a 1:1schedule. Move to a token system as soon as possible.

ERROR CORRECTION: Guide the child's finger to correct item and say "This is ___."Repeat trial. Model correct verbal for expressive component.

PROGRAM: EXPRESSIVE NOUNS



SD: "WHAT IS THIS?"

-or- SD: “WHO IS THIS?”

-or- SD: “WHERE IS THIS?”

GUIDELINES: Hold up a picture of the target label and state the SD. The childshould label the item correctly. RANDOM LABELS SHOULD BE PRESENTED WITHOUT ANSD, the picture itself should elicit the response. PRESENT THE LABELS AT A RAPID PACEand increase his/her response time. Isolation labels are presented with an SD and three ormore representations.

REINFORCEMENT: 1:1 and social praise .

ERROR CORRECTION: Verbal model of correct label. Target labels by presenting them tothe child throughout the session.



PROGRAM: IDENTIFICAREA EXPRESIVA A SUBSTANTIVELOR

SD: "CE ESTE ASTA?"

-or- SD: “CINE ESTE ASTA?”

-or- SD: “UNDE ESTE ASTA?”

INDRUMARI: Instructorul tine in mana, la vederea copilului o imagine a obiectului tinta(obiectul pe care copilul il invata in acel moment) si spune SD. Copilul trebuie sa numeasca corectobiectul respectiv. IMAGINILE/OBIECTELE DIN RANDOM TREBUIE PREZENTATE FARASD, imaginea sau obiectul in sine fiind de ajuns pentru a provoca un raspuns. PREZENTATIIMAGINILE INTR-UN RITM RAPID pentru a creste viteza cu care copilul raspunde.Substantivele din izolatie trebuie prezentate cu un SD si alte trei reprezentari.

RECOMPENSA: Recompensa verbala/sociala si recompensa tangibila la alegerea copilului.

CORECTAREA ERORII: Instructorul ofera un model verbal al denumirii corecte asubstantivului. Instructorul trebuie sa prezinte substantivele/obiectele tinta intermitent, petot parcursul sesiunii pentru a fi invatate.



PROGRAM: RECIPROCATION WITH OBJECTS

SD: "I HAVE ___."

GUIDELINES::1. Give the child an object and state SD: "WHAT DO YOU HAVE?" The child should respond

with the label. Expand to a full sentence "I have ___(label)."2. Hold an object and give The child a different object. Raise yours and say

" ___(label)." S/he should raise hers/his and say the label.3. Hold an object and give the child a different object. Raise yours and say "I have ___."

S/he should raise hers/his and say "I have ___."4. Add sounds (e.g. "My cow says MOO.")5. Reciprocate colors and/or other attributes of a single item (e.g. “My duck is

yellow.").6. Teach two items with "and" (e.g. "I have a cat and a ball.").7. Reciprocate function of objects (e.g. “I drink from my cup.).8. Reciprocate actions (Clap your hands and say “I’m clapping.”). The child should

respond by performing a different action and label what they are doing.9. Teach with items on self (e.g. “I’m wearing a red shirt.”).10. Teach categories

REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically prompt her/him to raise his object, attend to it, andprovide the child with a verbal model of the correct response.



PROGRAM: SCHIMB DE REPLICI DESPRE OBIECTE

SD: "EU AM ___."

INDRUMARI:1. Instructorul trebuie sa-i dea copilului un obiect si sa spuna SD: “CE AI?” Copilul trebuie sa

numeasca obiectul respectiv. Insistati pentru propozitii complete “Eu am ___(obiect).”

2. Instructorul trebuie sa tina un obiect in mana, si sa-i dea copilului un obiect diferit.Instructorul trebuie sa ridice obiectul propriu si sa spuna “____(obiect).” Copilul trebuie sa ridiceobiectul sau, si sa-l numeasca.

3. Instructorul tine un obiect in mana si-i da copilului un obiect diferit. Instructorul ridica

obiectul propriu si spune “Eu am ___(obiect).” Copilul ridica obiectul sau si spune “Eu am ___(obiect).”

4. Adaugati sunete (ex. “Vaca mea spune/face MUUUU.” Copilul raspunde:” Pisica measpune/face MIAU.”)5. Schimbati replici despre culorile obiectelor si despre alte atribute/caracteristici ale aceluiasiobiect (ex. “Rata mea este galbena” Copilul raspunde: “Calul meu este maro.”)6. Copilul invata doua obiecte in acelasi timp, folosind “si” (ex. “Eu am o pisica si o minge.”)7. Copilul invata sa schimbe replici despre functiile obiectelor (“Eu beu cu cana mea.”)8. Copilul invata sa schimbe replici despre actiuni (ex. instructorul aplauda si spune “Eu aplaud”.

Copilul trebuie sa raspunda prin a executa o alta actiune si a numi ceea ce face.)9. Copilul invata sa schimbe replici despre obiectele pe care le poarta (ex. “Eu port/am un tricourosu.”)10. Copilul invata sa schimbe replici despre categorii de obiecte.

RECOMPENSA: Recompensa verbala si recompensa tangibilala alegerea copilului pentru fiecareraspuns corect.

CORECTAREA ERORII: Instructorul trebuie sa ofere copilului ajutor fizic pentru a ridicaobiectul si pentru a se uita atent la obiect, si sa apoi sa ofere un model verbal al raspunsuluicorect.



PROGRAM: RECIPROCATION IN BOOKS

SD: "I SEE ____."

GUIDELINES: Initially use a book with only 1-2 large pictures, progress to simple picturebooks and then more complex books.

1) Show the child a book with only one picture and state SD: "WHAT DO YOU SEE?"The child should point to the picture and respond "I see ___ (label)."

2) Point to a picture in a book and say "I see a ____." The child should point to adifferent item and say "I see ____."

3) Identify multiple items in a book and the child should reciprocate by naming thesame number of items (i.e. "I see a cat and a ball.")

4) Identify actions (i.e. "I see a girl swinging.").5) Name attributes (i.e. "I see a blue ball.")6) Vary the language -- "Wow! it's a purple cat!" "Neat! I see a xylophone." "Hey,

look, there's a monkey in a tree."

REINFORCEMENT: Social praise and one token for each correct response. _______tokens = tangible reinforcer of his/her choice.

ERROR CORRECTION: Manually guide the child’s finger to point to a different picture in thebook, and provide a verbal model of the correct phrase. Initially the instructor may want toturn the page so the child must choose a different picture than you.

PROGRAM: RECEPTIVE BODY PARTS



SD: "____(body part)."

PHASE I:

GUIDELINES: State SD, and the child should touch the corresponding body part on SELF.Expressively follow-up by touching either instructor’s or child’s body part and asking SD:

"WHAT IS THIS?" The child should correctly label the body part. Make sure s/he touchesthe body part requested as s/he labels it. Only score the Receptive component.

PHASE II:

GUIDELINES: Place 3-4 pictures of isolated body parts on the table (have at least threerepresentation of each body part) and state SD (e.g. “Point to nose.”) The child should respondby pointing to the picture of the nose. Expressively follow-up by holding up the card andstating SD (e.g. “What’s this?”). The child should label the body part, (e.g. “Nose.”)

PHASE III:

GUIDELINES: Follow the same procedures used in PHASE II, however, use a full body pictureto have the child discriminate and locate body parts on a whole figure.

PHASE IV:

GUIDELINES: Vary materials used. Use pieces from Mr. Potato Head game, or have the childpoint to body parts on dolls and stuffed animals.

NOSE HEAD HAND SHOULDERSARM LEGS TEETH TOESFEET MOUTH FINGERS TUMMYTONGUE NECK EARS EYESELBOW CHIN CHEEKS BOTTOMBACK FACE HAIR THUMBEYEBROW WRIST BELLYBUTTON ANKLE

REINFORCEMENT: Verbal praise and 1:1 reinforcement.

ERROR CORRECTION: Physically guide the child’s hand to point to the correct body part.For expressive component, provide a verbal model of the body part label.

PROGRAM: IDENTIFICAREA RECEPTIVA A PARTILOR CORPULUI

SD: "____(partea corpului)." **

FAZA I:



INDRUMARI: Instructorul spune SD, si copilul trebuie sa atinga, pe propriul corp, parteacorpului corespunzatoare. Instructorul adauga componenta expresiva atingand una din partilecorpului copilului/ instructorului si spunand SD: “CE ESTE ASTA?” Copilul trebuie sadenumeasca corect partea corpului. Asigurati-va ca, atunci cand numeste partea corpului, copilulo si atinge/arata. Luati date numai pentru componenta receptiva a programului.

FAZA II:INDRUMARI: Puneti 3-4 imagini a unor parti ale corpului pe masa ( ar trebui sa aveti cel putintrei imagini diferite ale aceleiasi parti a corpului) si spuneti SD (ex. “Arata spre nas”.”) Copilular trebui sa raspunda prin a arata spre imaginea cu nasul. Adaugati componenta expressiva,tinand in mana, la vederea copilului o imagine si spunand SD (ex. “Ce este asta?”). Copilul trebuiesa denumeasca partea corpului (ex. “Nas”).

FAZA III:

INDRUMARI: Urmati aceeasi pasi ca si in FAZA II, totusi, folositi imagini care reprezintacorpul in totalitate pentru a va sigura ca respectivul copil poate sa diferentieze/discrimineze sisa localizeze partile copului atunci cand este confruntat cu intregul corp.

FAZA IV:

INDRUMARI: Variati materialele folosite. Folositi piese de la “Domnul Cartof”, sau cereti-icopilului sa identifice parti ale corpului pe papusi sau animale de plus.

NAS CAP MANA UMARBRAT TALPA DINTI DEGETE DE LA PICIOAREPICIOARE GURA DEGETE BURTALIMBA GAT URECHE OCHICOT BARBIE OBRAJI FUND

SPATE FATA BURIC GLEZNASPRANCEANA PAR DEGETUL MARE

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:1

PROCEDURA DE CORECTARE A ERORII: Ghidati fizic mana copilului sa arate spre parteacorpului corespunzatoare. Pentru componenta expresiva, oferiti un model verbal al denumiriipartii corpului.

** Pentru copii care invata mai greu. Altfel, folositi SD: “Arata spre ___(partea corpului)”.

PROGRAM: EXPRESSIVE BODY PARTS

SD: "WHAT IS THIS?"



PHASE I:

GUIDELINES: Point to instructor's or the child’s body part and ask SD (e.g. Point to child’snose and ask, “What’s this?”). The child should correctly label it (e.g. “Nose.).

PHASE II: MATERIALS NEEDED: 3 isolated, picture representations of each body part.

GUIDELINES: Hold up a picture of the of a body part and state SD. The child shouldcorrectly label the body part.

PHASE III:

GUIDELINES: Use a full body picture of a person. Point to a body part on the person andstate SD. The child should correctly label the body part.

PHASE IV:

GUIDELINES: Vary materials used. Use pieces from Mr. Potato Head game, or label bodyparts on dolls and stuffed animals.

NOSE HEAD HAND SHOULDERSARM LEGS TEETH TOESFEET MOUTH FINGERS TUMMYTONGUE NECK EARS EYESELBOW CHIN CHEEKS BOTTOMBACK FACE HAIR THUMBEYEBROW WRIST BELLYBUTTON ANKLE

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer of her/her/hischoice.

ERROR CORRECTION: Provide verbal model of correct body part label.

PROGRAM: IDENTIFICAREA EXPRESIVA A PARTILOR CORPULUI

SD: "CE ESTE ASTA?"

FAZA I:

INDRUMARI: Instructorul trebuie sa arate spre una din partile corpului copilului sau apropriului corp si sa puna SD (ex. instructorul arata spre nasul copilului si intreaba, “Ce esteasta?”). Copilul trebuie sa numeasca corect partea respectiva a corpului (ex. “Nas.”)



FAZA II: MARERIALE NECESARE: cate 3 imagini/fotografii cu reprezentari diferite ale fiecarei parti a

corpului in parte.

INDRUMARI: Instructorul tine in mana, la vederea copilului, o imaginea a unei parti a corpuluisi spune SD. Copilul trebuie sa numeasca corect partea corpului.

FAZA III:

INDRUMARI: Instructorul trebuie sa foloseasca o imagine care reprezinta corpul intotalitate. Instructorul trebuie sa arate spre o parte a corpului si sa spuna SD. Copilul trebuiesa numeasca corect partea corpului.

FAZA IV:

INDRUMARI: Instructorul trebuie sa varieze materialele folosite. Folositi piese de la “DomnulCartof”, sau cereti-i copilului sa identifice parti ale corpului pe papusi sau animale de plus.

NAS CAP MANA UMAR

BRAT TALPA DINTI DEGETE DE LA PICIOAREPICIOARE GURA DEGETE BURTALIMBA GAT URECHE OCHICOT BARBIE OBRAJI FUNDSPATE FATA BURIC GLEZNASPRANCEANA PAR DEGETUL MARE


CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii corecte apartii corpului.

PROGRAM: SOCIAL QUESTIONS

SD: QUESTION ITSELF.

PHASE I:

GUIDELINES: Ask the child general knowledge questions. The child should respond with appropriate answers.Push for complete sentences (E.G. “My Mommy’s name is Jody.”).

PHASE II: (Vary SD’s)

GUIDELINES: Present the child with a variety of SD’s that would elicit the same information (e.g. “How are you?” OR “How are you doing?” OR “How’s it going?” OR “HEY! How are ya?”). Make sure to use natural languageand avoid using an “SD tone.”



PHASE III: (Novel people)

GUIDELINES: Have other individuals ask the children information about themselves. This phase should be runwith children. (Make sure that others are able to understand the child when they respond to others. If thechild is not responding clearly and in an audible tone, practice the response in Verbal Im/Volume program.). FADEREINFORCEMENT.

What is your name? (My name is ___.)

Hi __(name). (Hi ___(name).)Bye-bye. (Bye-bye.)What's new? (Not much.)What's your favorite toy? (_______.)What do you like to drink? (I drink ____.)What is your favorite song? (__________.)What do you watch on TV? ( I watch _______.)Where do you live? (I live in New York.)How old are you? (I am _____.)Where do you go to school? (I go to _______.)Who is your friend? (My friend is ______.)

How are you? (I’m good/fine/okay.)What is your favorite food? (I like ______)What is your Mommy's name? (My Mommy is ____.)Who is your daddy? (My daddy is ___.)What is your last name? (My last name is ____.)Who is your instructor? (My instructor is ____.)Who is your brother/sister? (My brother/sister is ____.)When is your birthday? (My birthday is __.)What is your phone number? (_____.)What’s your address? (_____.)

REINFORCEMENT: Social praise and 1:1 reinforcement.

ERROR CORRECTION: Provide verbal model of correct response.

PROGRAM: INTREBARI SOCIALESD: INTREBAREA PROPRIU-ZISA.

FAZA I:INDRUMARI: Puneti copilului intrebari sociale generale. Copilul trebuie sa raspunda in mod corespunzator

(folosind raspunsuri corespunzatoare pentru intrebarea respectiva). Insistati pentru propozitii complete (ex. “Pemama o cheama Maria”).FAZA II: (Variati SD’ul)

INDRUMARI: Puneti copilului intrebari variate care sa solicite acelasi raspuns (ex. “Cum o cheama pe mamata?” , Care este numele mamei tale?” , “Cine este mama ta?” ). Asigurati-va ca folositi un vocabular cat mai“natural” (ca cel pe care il folositi in viata de zi cu zi) si evitati sa folositi un ton de comanda.FAZA III: (Persoane noi)

INDRUMARI: Creati situatii in care personae noi ii pun copilului intrebari sociale. Deasemenea, la aceasta faza



ar trebui sa lucrati cu copii (care sa ii puna intrebari copilului cu care lucrati). Asigurati-va ca partenerii deconversatie ai copilului il inteleg pe acesta atunci cand ofera rapsunsul la intrebare. Daca raspunsul copilului nupoate fi inteles pentru ca nu este pronuntat destul de clar, sau de tare, exersati raspunsul in programe deImitatie Verbala si Volum. Gradual, folositi recompensa tot mai rar.

Cum te cheama? (Pe mine ma cheama ___.)Salut __ (numele). (Salut ____ (numele).)Pa. (Pa.)

Ce mai faci? (Bine.)Care este jucaria ta preferata? (_______)Ce-ti place sa bei? (Imi place ____.)Care este cantecul tau preferat?/ (__________.)

Ce cantec iti place?Ce-ti place sa privesti la televizor? (Imi place _____.)Unde locuiesti? (Eu locuiesc in Barlad.)Cati ani ai? (Eu am _______.)La ce scoala esti/mergi? (Eu merga la ____.)Cum il cheama pe prietenul tau? (Prietenul meu este ____.)Ce-ti place sa mananci? (Mie imi place ____.)

Cum o cheama pe mama ta? (Pe mama o cheama _____.)Cum il cheama pe tatal tau? (Pe tata il cheama ____.)Care este numele tau de familie? (Numele meu de famile este ____.)Cine sunt terapeutii tai? (Terapeutii mei sunt ____.)Cine este fratele/sora ta/u? ( Fratele/ Sora mea este ____ .)Cand este ziua ta? (Ziua mea este pe _____.)Care este numarul tau de telefon? (Numarul meu de telefon este ______ .)Care este adresa ta? (Adresa mea este _____.)

RECOMPENSA: Recompensa sociala/verbala si recompensa tangibila.

CORECTAREA ERORII: Instructorul ofera copilului un model al raspunsului corect.

PROGRAM: RECIPROCATES SOCIAL INFORMATION

PHASE I

SD: SOCIAL INFORMATION STATEMENT ABOUT SELF.

GUIDELINES: Instructor should provide a social information statement about him/herself.

The child should reciprocate with similar information about her/himself. Only reciprocateinformation that has previously been taught in “Social Questions.”For example:

SD: “My name is Jill.”R: “My name is Cole.”

MY NAME IS______________.I AM ________ YEARS OLD.



MY LAST NAME IS__________.MY MOMMY’S NAME IS ______.MY DADDY’S NAME IS________.I LIVE IN _____________________.MY ADDRESS IS _______________.MY PHONE NUMBER IS_________.

I LIKE TO EAT_________________.I LIKE TO DRINK_______________.MY FAVORITE TOY IS_________.I LIKE TO PLAY_______________.MY SISTER/BROTHER’S NAME IS/ARE_________.MY FRIEND’S NAME IS_________.MY INSTRUCTOR’S NAME IS__________.MY BIRTHDAY IS_______________.MY FAVORITE TV SHOW IS_______.MY FAVORITE COLOR IS_________.

PHASE II:

GUIDELINES: Vary SD’s and language used for reciprocal statements. Use novel people andsituations to ensure generalization.REINFORCEMENT: Social praise and one token for each correct response. ___ tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Provide a verbal model of the correct response or written cue card.

PROGRAM: RECIPROCATES CONVERSATION

SD: SOCIAL STATEMENT

GUIDELINES: The child will reciprocate simple social conversation. Teach these systemati-cally one at a time, and practice incidentally throughout the day.

1. SD: "Hi ____ (child’s name)." 9. SD: “Do you want to play with me?”

R: "Hi___(name). How are you?" R: “Yes! What do you want to play?”SD: "I'm ___(emotion). How are you?" SD: “Let’s play ______.”R: "I'm good/fine/Okay." R: “O.K.”

2. SD: "What's new?"/”What’s up?” 10. SD: “Where do you live?”R: "Not much. What's up with you?" R: “I live in ______. Where do you live?”SD: Short response. SD: “I live in _____.”R: "Oh." or "That's good/nice."



3. SD: "What's your name?"R: "My name is _____. What's your name?"SD: "My name is ___."

4. SD: "How old are you?"R: "I'm three years old. How old are you?"SD: "I'm ___ years old."

5. SD: "What's your Mommy's/Daddy's name?"R: "My Mommy's/Daddy's name is ___. Who is your Mommy/Daddy?"SD: "My Mommy/Daddy is ___."

6. SD: "Do you have any brothers or sisters?"R: "Yes. I have a brother/sister, and his/her name is ____."R: “No. Do you?”

7. SD: "What's your favorite toy?" -or- "What do you like to play with?"R: "I like to play with ____. Do you like ____?"SD: "Yes/No."

R: "Okay."

8. SD: “What school do you go to?”R: “I go to _____. Where do you go to school?”SD: “I go to _____.”R: “Oh.”

REINFORCEMENT: Verbal praise and a token for each correct response. ______ tokens = tangible reinforcer of her/his choice. Whenpracticing incidentally, only provide social praise (i.e. social praise, hugs, high-five, etc.).

ERROR CORRECTION: Model the correct response. Practice corresponding Social Question.

PROGRAM: CONVERSATIONAL STARTERS

GUIDELINES: Create situation in which the child will initiate a conversation with anotherindividual. The child should be taught to use appropriate phrases to engage others. The childshould utilize appropriate conversational markers through out the conversation.

“Do you know what I just did?”“Hey Mom, Guess what I just saw.”“Do you want to know what happened in school today?”

“Remember when….”“I saw……”“Last time…..”“Yesterday….”“Want to hear something funny?”“”You would not believe….”“I just did the coolest thing.”“What did you do today?”



PROGRAM: RECEPTIVE FAMILIAR PEOPLE ID

SD: "WHERE IS ________?"

SD: "SHOW ME/POINT TO ________?"

PHASE I: IN PICTURES

GUIDELINES: Hold up the target individuals' picture and state SD. Place photo of familiarperson in front of the child and state SD (e.g. “Where is Mommy?”). The child shouldtouch/give/point to the corresponding person.

PHASE II: IN PERSON

GUIDELINES: GUIDELINES: Have target individual, in the room, near the child and stateSD, (e.g. “Go to Mommy”). The child should go to the person named (e.g. Child walks over tomother.). Expressively follow-up with SD: "Who is this?" The child will name the target person(e.g. “Jill.”).Vary the positions of the target person in the room for each trial.

REINFORCEMENT: Verbal praise and 1 token for each correct response.____ tokens = tangible reinforcer of her/his choice (i.e. food, drink, or toy).

ERROR CORRECTION: Verbal model of the correct name. If the child is having difficultygeneralizing from pictures to person, use the pictures as a prompt.

PROGRAM: IDENTIFICAREA RECEPTIVA A

PERSOANELOR FAMILIARE



SD: “UNDE ESTE_______?”

SD: “ ARATA-MI/ARATA SPRE_______.”

FAZA I: IDENTIFICARE IN FOTOGRAFII

INDRUMARI: Aratati fotografia persoanei familiare pe care copilul o invata in acel moment si

spuneti SD. Pune poza in fata copilului si spune SD. (ex. “Unde este mama?”). Copilul trebuie saatinga/sa o dea/sa arate spre persoana corespunzatoare.

FAZA II: IDENTIFICAREA PERSOANELOR PROPRIU-ZISE

INDRUMARI: Persoana pe care copilul o invata este in camera, langa copil si terapeutul spuneSD. (ex.. “Du-te la Mama”). Copilul trebuie sa se duca la persoana numita. (ex. Copilul mergepana la mama.) La sfarsit adaugati componenta expresiva a programului: “Cine esteasta/acesta?” Copilul va spune numele persoanei tinta (ex. “Ana”).Variati pozitia in camera a persoanei tinta pentru fiecare incercare.

RECOMPENSA: Recompensa verbala si o recompe tangibile(ex. mancare, bauturi, jucarii)pentru fiecare raspuns corect.

CORECTAREA ERORII: Modelati verbal numele correct al persoanei. In cazul in care copilulare dificultati sa generalizeze de la fotografii la persoanele propriu-zise, folositi fotografiile caprompt.

PROGRAM: EXPRESSIVE FAMILIAR PEOPLE ID

SD: "WHO'S THIS?"

PHASE I: IN PICTURES

GUIDELINES: Hold up the target individuals' picture and state SD. The child should namethe target person. Use 2-3 representations of each person being taught.



PHASE II: IN PERSON

GUIDELINES: Point to the target person and state SD (e.g. Instructor points to Jenniferand asks “Who’s that?”). The child should name the target person (e.g. “It’s Jennifer.”).

PHASE III: RECIPROCATES GREETINGS

GUIDELINES: The target person will walk into the room and say “Hi (name)!” The child willreciprocate by saying “Hi (name).” This will demonstrate functional usage of the target personsname.

PHASE IV: USES NAME TO REQUEST

GUIDELINES: Call

REINFORCEMENT: Verbal praise and 1 token for each correct response.____ tokens = tangible reinforcer of her/his choice (i.e. food, drink, or toy).

ERROR CORRECTION: Verbal model of the correct name. If the child is having difficultygeneralizing from pictures to person, use the pictures as a prompt.

PROGRAM: IDENTIFICAREA EXPRESIVA A PERSOANELOR FAMILIARE

SD: "CINE ESTE ASTA/EA/EL?"

FAZA I: IDENTIFICARE IN FOTOGRAFII

INDRUMARI: Instructorul tine in mana, le vederea copilului, o imagine a persoanei pe carecopilul o invata in acel moment, si spune SD. Copilul trebuie sa numeasca persoana respectiva.Instructorul trebuie sa foloseasca 2-3 fotografii diferite ale aceleiasi persoane. FAZA II: IDENTIFICAREA PERSOANEI PROPRIU-ZISE



INDRUMARI: Instructorul trebuie sa arate spre persoana pe care copilul o invata si spuneSD (ex. Instructorul arata spre Mihaela si spune SD “Cine este ea?”). Copilul trebuie sanumeasca acea persoana (ex. “Este Mihaela).

FAZA III: RASPUNDE LA SALUT

INDRUMARI: Persoana tinta (pe care copilul o invata in acel moment) intra in camera si spune

“Salut, Buna Dimineata/ Buna Ziua (nume)!” Copilul trebuie sa raspunda “Salut/ Buna Dimineata/Buna Ziua (nume).” Aceasta situatie demonstreaza ca acel copil poate sa foloseasca numelepersoanelor familiare in mod functional.

FAZA IV: FOLOSESTE NUME PENTRU A CERE

INDRUMARI: Copilul striga o persoana atunci cand are nevoie de ceva. Pentru a folosi numelein mod natural si functional copilul trebuie sa atraga atentia instructorului sau a persoanei cucare vrea sa comunice. Copilul poate sa atraga atentia daca striga numele persoanei de mai multeori, pana cand persoana respectiva se uita la copil, sau daca se duce la persoana respectiva si obate pe umar si ii striga numele pana cand aceasta se uita la copil. (ex. atunci cand copilul vreaceva, nu este suficient doar sa ceara “Eu vreau ….” Ci, mai intai trebuie sa atraga atentiapersoanei respective). Incepeti sa invatati aceasta faza in situatii in care copilul si instructorulse afla fata in fata, insa instructorul nu-i da atentie copilului (pretinde ca este ocupat cu oanumita activitate). Instructorul are un obiect pe care copilul il vrea, si copilul trebuie sa-iatraga atentia instructorului si apoi sa ceara obiectul. Odata ce copilul a trecut de acest primpas, creati situatii in care copilul si instructorul se afla la o oarecare distanta, iar instructorulpretinde ca nu-i da atentie copilului. Copilul trebuie sa strige numele instructorului pana candacesta raspunde “Ce” si se uita la copil – de multe ori instructorul nu raspunde imediat ce copiluli-a strigat numele o data, ci asteapta sa fie strigat de mai multe ori. Abia atunci candinstructorul se uita la copil si raspunde “Ce?”, copilul poate sa-i ceara instructorului ceea cevrea. Generalizati la situatii naturale (ex. copilul atrage atentia membrilor familiei sau a copiilorcu care se joaca).


CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al numelui corect alpersoanei. In cazul in care copilul prezinta dificultati de generalizare la trecerea de la

fotografii la persoanele propriu-zise, folositi fotografiile ca si prompt.



PROGRAM: RECEPTIVE GENDER IDENTIFICATION

SD: “POINT TO THE ___ (gender).”

Expressive follow up: SD: “WHAT IS THIS?”

GUIDELINES: Place pictures on the table in front of the child that clearly distinguish theperson’s gender. Initially the pictures should be free from other distracting stimuli (e.g.actions, other people or animals, etc.) . State SD, (e.g. “Point to the girl.).” The child shouldpoint to the correct picture (e.g. the child points to the picture of the girl.). Expressivelyfollow up with the SD: “What is this?” S/he should respond with the correct gender label (e.g.“It’s a girl.”).



STEPS:

1. Isolation alone.2. Isolation with one unknown distracter.3. Isolation with one known distracter.4. Put into Random.

** Criteria for each step is 90-100% for one data point.

BOYGIRLMANLADY/WOMAN

REINFORCEMENT: Verbal praise and one token. ___ tokens = tangible reinforcer of her/hischoice.

ERROR CORRECTION: Physically guide the child’s hand to point at the correctpicture, and a verbal model of the correct gender label.



PROGRAM: IDENTIFICAREA EXPRESSIVA A SEXULUI PERSOANELOR

SD: “CINE/CE ESTE ASTA?”

FAZA I:

INDRUMARI: Instructorul trebuie sa tine in mana, la vederea copilului, o imagine a uneipersoane in care se poate distinge cu precizie daca acea persoana este barbat, femeie, baiat,sau fata. La inceput, din imagini trebuie sa lipseasca orice fel de distractori (ex. persoanelerespective nu trebuie sa execute actiuni, sau sa fie insotite de alte persoane sau de animaleetc.) Instructorul trebuie sa spuna SD (ex. Instructorul ii arata copilului o imagine a unei fetitesi spune “Ce/cine este asta?” ). Copilul trebuie sa identifice corect sexul persoanei din imagine(ex. “Este o fata/fetita).

FAZA II: INTRODUCEREA PRONUMELOR

INDRUMARI: Instructorul trebuie sa tine in mana, la vederea copilului, o imagine cu unbarbat/femeie/baiat/fata si spune SD (Cine/ce este asta?” sau, in cazul in care este o persoanafamiliare, “Ce este mama?”). Copilul trebuie sa raspunda folosind pronume (ex. “Ea este ofemeie.” Sau “El este un barbat.”)

BAIAT FATABARBAT FEMEIE


CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al raspunsului corect.Provide a verbal model of the corect gender label.

PROGRAM: EXPRESSIVE POSSESSION

3rd PERSON



SD 1: “WHAT’S THIS?” and point to body part or clothes.

SD 2: “WHO’S (body part/clothes)?”

GUIDELINES: Place the child’s hand on another person’s body part, and state SD 1 (e.g.Instructor places child’s hand on Barney’s nose and states, “What’s this?”). The child shouldrespond by simply stating the body part (e.g. “Nose.”). Then present the child with SD 2 (e.g.“Who’s nose?”). The child should respond by stating the person and the body part (e.g.“Barney’s nose.”).

STEPS:1. Use familiar people.2. Use stuffed animals and dolls.3. Use pictures and items in books.

ERROR CORRECTION: Provide verbal model of the correct response.

REINFORCEMENT: Verbal praise and one token. ___ tokens = tangible (i.e. food, drink, ortoy) reinforcer of her/his choice.

PROGRAM: RECEPTIVE POSSESSIVE PRONOUNS



SD: "POINT TO/TOUCH ___(pronoun) _____ (body part/clothes)."

Expressive follow-up: "WHOSE ____(body part/clothes)?"

GUIDELINES: Instruct the child to touch her/his or the instructor's body parts or

clothing. After s/he touches the corresponding body part or clothing, expressively follow-upwith SD: "WHO'S ____?". S/he should then give the possessive pronoun. For example, SD:"Touch my nose." The child touches instructor's nose. Expressive follow-up SD: "Who's nose?"Instructor touches her/his own nose. The child responds "Your nose."Teach HER and HIS with real people, pictures, or dolls.Score Receptive component only, but do not move to next up until Expressive component isconsistent

MY YOURHER HISOUR THEIR

ERROR CORRECTION: Provide verbal model of the correct pronoun.




PROGRAM: RECEPTIVE PRONOUNS

SD: “POINT TO (pronoun) IS/AM/ARE (action).”

-or- SD: “POINT TO (pronoun) (noun).”

SHE/HE I/YOUHIM/HER HIS/HERSWE/THEY MY/YOUROUR/THEIR

Present each set in isolation by targeting one pronoun while using the other as a distracter (e.g. target “she”

while using “he” as a distracter.

***All trials should be followed by expressive follow-up responses!!!

PHASE I:

GUIDELINES: Place two pictures on the table in front of the child with individuals of different genderperforming the same action and state SD (e.g. “Point to she is swimming.”). The child should point to thepicture of the girl swimming.

Intermix trials of individuals performing actions with individuals from different genders holding items orwearing the same clothes and state SD (e.g. “Point to she has a ball.” Or “Point to she is wearing a red shirt.”).The pictures must be exactly the same with the exception of the gender or amount of people in the picture(they, we).

PHASE II: Expressive

SD: “WHO HAS A/THE (noun)?”-or- SD: “WHO’S (noun)?”-or- SD: “WHO’S (action)?”

GUIDELINES: Use materials or real situations in which someone is holding something, or performing an actionand state SD (e.g. “Who has on a pink shirt?” or “Who is jumping?” or “Who’s nose?”). The child shouldrespond using the correct pronoun in their description (e.g. “ She has on a pink shirt.” Or “They are jumping.”Or “His nose.”).

PHASE III:

GUIDELINES: Generalize these concepts by looking through a family photo album and have the child tell youabout the pictures (e.g. SD “Tell me about this picture.” R:“We went to the beach.”).

ERROR CORRECTION: Ask the child “Is this a boy or a girl?” Prompt the child to respond “She is a girl” or “Heis a man.” Once the child is able to answer repeat SD. Provide a



PROGRAM: IDENTIFICAREA RECEPTIVA A PRONUMELOR

SD: “ARATA SPRE (pronume) (actiune).”

-sau- SD: “POINT TO (obiect) (pronume).”

EA/EL EI/ELE NOSTRU/VOSTRUNOI/VOI MEU/TAU LOR

EU/TU EI/LUI

Instructorul trebuie sa prezinte fiecare set in izolatie si sa invete un pronume in timp ce foloseste alte pronume

ca si distractori (ex. invatati “ea” si folositi “el” ca distractor).

*** Dupa fiecare incercare copilul trebuie sa identifice expresiv pronumele!!! (adaugati o compenenta

expresiva la program; ex. instructorul spune SD: “Arata spre el mananca.” Copilul arata spre imaginea

corespunzatoare. Apoi instructorul intreaba: “Cine mananca?” Copilul raspunde: “El”).

FAZA I:

INDRUMARI: Instructorul pune pe masa, in fata copilului, doua imagini cu persoane diferite (barbati, femei,

baieti, fete) care executa aceeasi actiune si spune SD (ex. “Arata spre ea inoata.” ). Copilul trebuie sa aratespre imaginea cu fetita/femeia care inoata.

Instructorul trebuie intercaleze situatiile in care foloseste imagini cu persoane care executa actiuni cusituatii in care foloseste imagini cu persoane de diferite sexe care poarta aceleasi haine sau tin in manaaceleasi obiecte si sa spuna SD (ex. “Arata spre ea are o minge.” Sau “Arata spre ea poarta o bluza rosie.”)Imaginile trebuie sa fie la fel, cu exceptia sexului persoanei sau a numarului de persoane din imagine (ei, noi incomparatie cu ea/el).

FAZA: Identificare Expressiva

SD: “CINE ARE (obiect)?”

-sau- SD: “AL CUI ESTE (obiect)?”-sau- SD: “CINE (actiune)?”

INDRUMARI: Instructorul trebuie sa foloseasca materiale sau situatii reale in care o anumita persoana tine inmana un obiect sau executa o actiune si spune SD (ex. “Cine poarta pantaloni negri?” sau “Cine sare?” sau “Al cuieste nasul?”). Copilul trebuie sa folosesca pronumele corect atunci cand descrie situatia (ex. “Ea poarta pantaloninegri.” Sau “Ei sar.” Sau “Este nasul lui.”)

FAZA III:

INDRUMARI: Copilul trebuie sa generalizeze conceptele invatate la situatii in care se uita prin albume defotografii si instructorul ii cere sa descrie fotografiile respective (ex. SD “Spune-mi despre fotografia asta.”

R: “ “Aici noi eram la strand.”)

CORECTAREA ERORII: Instructorul trebuie sa-l intrebe pe copil “Acesta este un baiat sau o fata?” Promptaticopilul sa raspunda “Ea este o fata” sau “El este un baiat.” Odata ce copilul raspunde correct, repetati SD-ulpentru identificarea expresiva.



PROGRAM: PRONOUNS (difficulty learning pronouns sue this)

Steps:1. Expressive identification of the sight words “HE” and “SHE” written on the top

of a white piece of paper.

1. Present the child with a picture of a person performing an action and state SD“Match.” The child will place the picture on the paper with the correspondinggender. For example, if the picture depicts a man licking ice cream, he will placethe picture on the paper saying “He.” Immediately follow matching task withSD 2: “WHO IS (action)?” The child will respond by stating the pronoun +action (“He is licking the ice cream.”). Prompt the child by pointing to the

pronoun on the top of the paper and then the picture. Errorless teaching iskey !!!!!!



PROGRAMS: PRONOUNS

SD: “WHO HAS A (noun)?”

SD: “WHO IS ____’ING (verb)?”

GUIDELINES: Practice pronouns by following steps 1-4 for each set of pronouns. Completeeach set before moving o to the next set.

A. I/YOUB. SHE/HEC. WE/THEY

1. OBJECTS: Give the child an object and the instructor (or another person) a differentobject. State the SD “Who has a (noun)?” (For example, give the child a cow and theinstructor a bus. State the SD “Who has a bus?”). The child should respond by naming thecorrect person using a pronoun (e.g. “You have a bus.)

2. CLOTHES/BODY PARTS: Ask the child to name who is wearing a particular item ofclothing or an attribute question about his/her body part (e.g. “Who is wearing a blue shirt?Or “Who has long hair?”). The child should name the person with the clothing item or aparticular attribute by using pronouns (e.g. “I am wearing a blue shirt” or “She has longhair.”)

3. ACTIONS: Perform an action or prompt (non-verbally the child to perform an action (e.g.clap). State the SD (e.g. "Wh“ is clapping?").” The child will respond with the correctpronoun (You are clapping).

4. COMPLEX: Practice double pronouns (e.g. The instructor touches the child’s head and asks,“Who is touching your head? The child responds “You are touching my head.”).

REINFORCEMENT: Verbal praise.

ERROR CORRECTION: Verbal model of the correct pronoun. Practice a receptive trial of thepronoun.

PROGRAM: PRONUME



SD: “CINE ARE (obiect)?”

SD: “CINE ____ (actiune)?”

INDRUMARI: Copilul trebuie sa invete pronumele urmand pasii 1-4 pentru fiecare set depronume. Completati fiecare set inainte de a trece la urmatorul set.

D. EU/TUE. EL/EAF. NOI/VOI

1. OBIECTE: Copilul trebuie sa aiba un obiect iar instructorul (sau o alta persoana) trebuiesa aiba un obiect diferit. Instructorul spune SD: “Cine are (obiect)?” (ex. instructorul iida copilului o masinuta si isi ia pentru el/ea o carte. Instructorul spune “Cine arecartea?”). Copilul trebuie sa numeasca corect persoana folosind pronumele corespunzator(ex. “Tu/ tu ai cartea”).

2. IMBRACAMINTE/PARTI ALE CORPULUI: Instructorul trebuie sa-l intrebe pe copilcine poarta un anumit articol de imbracaminte sau il intreaba despre un atributcorespunzator unei parti a corpului copilului sau instructorului (ex. “Cine are/poarta obluza rosie?” Sau “Cine are parul lung?”). Copilul trebuie sa numeasca corect persoanacare poarta respectivul articol de imbracaminte sau este caracterizata de respectivulatribut folosind pronumele corespunzator (“Eu am bluza rosie.” Sau “Ea are parul lung.”)

3. ACTIUNI: Instructorul trebuie sa execute o actiune sau sa prompteze nonverbal copilulsa execute o actiune( ex. aplauda). Instructorul trebuie sa spuna SD (ex. “Cine aplauda?”).Copilul trebuie sa raspunda folosind pronumele corect (ex. “Tu apalauzi”).

4. SITUATII COMPLEXE: Copilul trebuie exerseze pronume duble intr-o fraza ( ex.Instructorul atinge capul copilului si intreaba “Cine iti atinge capul?” Copilul raspunde “Tu

imi atingi capul.”)

RECOMPENSA: Recompensa verbala.

CORECTAREA ERORII: Model verbal al pronumelui corect. Atunci cand copilul greseste

pronumele, un prompt efectiv este exersarea receptive a a pronumelui.

PROGRAM: REFLECTIVE PRONOUNS

HIMSELF HERSELF MYSELF



SD: “POINT TO/TOUCH A _____AND A ______.”

SD: “POINT TO/TOUCH BOTH _____(S).”

SD: “POINT TO/TOUCH BOTH THE _____AND THE______.”

GUIDELINES:

Present the child with a picture book containing a variety of labels on each page and

state SD (e.g. “Point to ether the frog or the lion.”). The child should respond by pointing tothe correct number of items (e.g. “The child points to the frog.).

A. EITHER/ORB. ORC. BOTHD. AND

REINFORCEMENT : Verbal praise.

ERROR CORRECTION: Over accentuate the target word “Point to the ball OR the car.”Physically guide the child’s finger to point to the correct response.

PROGRAM: USES "I DON'T KNOW"

SD: "WHAT'S THIS?"



GUIDELINES:

1. Present known pictures/objects/actions to the child, and have him label them with afull sentences (i.e. "It's a ___.") Then present an unknown picture/object/action toher/him and ask SD. The child should respond by saying "I DON'T KNOW."

2. The child should also respond with "I don't know" to unknown questions (e.g. "Who

is the President?") Intersperse known questions (i.e. functions of objects/bodyparts, social questions, general knowledge).

3. Generalize to books, outside, novel items.

REINFORCEMENT: Verbal praise and 1 token. ____ tokens = tangible reinforcer ofher/his choice.

ERROR CORRECTION: Physical gesture (i.e. shoulder shrug) and a verbal model of thecorrect response.



SD: "WHAT'S THIS?"

GUIDELINES:

PHASE I:

Point to or touch an object in the environment and state SD. The child will name theobject. Expand into full sentence (i.e. "It's a ____." or "That's a ___.").

PHASE II:

Present the child with a picture of an environmental object and state SD. The child will namethe object in the picture. Expand into full sentences.

PHASE III:

Point to or touch an environmental object in a book or scene and state SD. The child will namethe object. Expand into full sentences.

TABLE GARBAGEWINDOW FLOORCHAIR DOORCLOSET CEILING (point up)

WALLLIGHT BOOK SHELFEASEL COMPUTERRUG CALENDARCOUCH DESKLAMP CLOCKPICTURE MICROWAVEREFRIGERATOR OVENSTOVE DISHWASHERWASHING MACHINE DRYERHAMPER SINKSHOWER BATHTUBBED DRESSERTOILET TVSTAIRS SHELVESGARAGE

REINFORCEMENT: Social praise.

ERROR CORRECTION: Provide a verbal model of the correct response.

PROGRAM: IDENTIFICAREA EXPRESIVA A MEDIULUI

SD: "CE ESTE ASTA?"



INDRUMARI:

FAZA I:

Instructorul trebuie sa arate sau sa atinga un obiect din mediul inconjurator al copilului si saspuna SD. Copilul trebuie sa numeasca obiectul. Pe masura ce copilul invata, instructorul trebuiesa-i ceara sa foloseasca propozitii complete (ex. “Este _____.” Sau “Asta este ____.”)

FAZA II:

Terapeutul trebuie sa prezinte copilului o imagine a unui obiect din mediul inconjurator si saspuna SD. Copilul trebuie sa numeasca obiectul din imagine. Instructorul trebuie sa insistepentru propozitii complete.

FAZA III:

Terapeutul trebuie sa arate sau sa atinga o imagine a unui obiect din mediu intr-o carte si saspuna SD. Copilul trebuie sa numeasca obiectul. Instructorul trebuie sa insiste penrupropozitii complete.

MASA GUNOI FEREASTRA CALENDARSCAUN USA BIBLIOTECA CEASTAVAN (arata in sus) PERETE LUSTRA CADATABLA COMPUTER/CALC. COVOR TELEVIZORCANAPEA BIROU VEIOZA COMBINA/RADIOTABLOU CUPTOR BECARAGAZ CHIUVETA FRIGIDERPAT SIFONIER MASINA DE SPALAT SCARI RAFTURI DUS

TOALETA PODEA DULAP

RECOMPENSA: Recompensa sociala.

CORECTAREA ERORII: Terapeutul trebuie sa ofere un model verbal al raspunsului corect.

PROGRAM: RECEPTIVE ENVIRONMENTAL IDENTIFICATION

SD: "WHERE IS THE ____(label)."



PHASE I:

GUIDELINES: Upon hearing the SD, the child will walk to and touch the object named. Expressively follow upwith SD: "WHAT'S THIS?" For example, SD: "TOUCH THE WINDOW." The child will walk over to the windowand touch it. The instructor taps the window and expressively follows up with SD: "WHAT'S THIS?" The childlabels "WINDOW." Score receptive component only.

PHASE II:

GUIDELINES: Place 3-4 pictures of environmental objects on the table/floor in front of the child and state SD,(e.g. “Touch the couch.”). The child should point to the correct picture (e.g. Child points to the picture of thecouch.). Expressively follow-up by holding up the picture and stating SD, (e.g. “What’s this?”). the child shouldlabel the object, (e.g. “It’s a couch.”).

PHASE III:

GUIDELINES: Present the child with pictures from a book and state SD. The child should scan the page, andpoint to the correct environmental object. Expressively follow-up by pointing to the picture and stating SD. Thechild should correctly label the target item.

PHASE IV:

GUIDELINES: Vary SD, (e.g. “Find the hamper.” Or “Where is the couch?” or “Show me where the/arefrigerator is.”). Run the program with novel people in novel environments.

TABLE GARBAGE WINDOW FLOORCHAIR DOOR CLOSET CUBBYCEILING (point up) WALL LIGHT BOOK SHELFEASEL COMPUTER RUG CALENDARCOUCH DESK LAMP CLOCKPICTURE MICROWAVE REFRIGERATOR OVENSTOVE DISHWASHER WASHING MACHINE DRYERHAMPER SINK SHOWER BATHTUBBED DRESSER TOILET TVSTAIRS SHELVES GARAGE

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child to touch the correct object, and provide a verbal model ofthe correct label.

PROGRAM: IDENTIFICAREA RECEPTIVA A MEDIULUI



SD: "UNDE ESTE ____(obiect)."

FAZA I:

INDRUMARI: Atunci cand aude SD, copilul trebuie sa mearga spre obiectul numit si sa-l atinga. Reveniti cucomponeneta expresiva: “CE ESTE ASTA?” De exemplu, SD:” ATINGE FEREASTRA.” Copilul va merge sprefereastra si o va atinge. Instructorul atinge fereastra si revine cu componenta expresiva: “CE ESTE ASTA?”Copilul va spune “FEREASTRA”. Luati date numai pentru componenta receptiva.

FAZA II:

INDRUMARI: Puneti 3-4 imagini ale unor obiecte din mediul inconjurator pe masa sau pe podea, in fata copilului sispuneti SD: (ex. “Atinge canapea”). Copilul trebuie sa arate spre imginea corecta (ex. Copilul arata spre imagineacu canapeaua). Reveniti cu componenta expresiva, tinind imaginea in mana si aratadu-o copilului, si spunand SD: (ex“Ce este asta?”). Copilul trebuie sa numeasca obiectul : (ex. “Este o canapea.”))

FAZA III:

INDRUMARI: Aratati copilului imagini dintr-o carte si spuneti SD. Copilul trebuie sa se uite cu atentie la

intreaga pagina, si sa arate spre obiectul corespunzator. Reveniti cu componenta expresiva, aratand spre

imagine si spunand SD. Copilul trebuie sa denumeasca corect obiectul corespunzator

FAZA IV:

INDRUMARI: Variati SD.(ex.. “Gaseste masa” Sau “Unde este canpeaua?” sau “Arata-mi unde este frigiderul”).Lucrati programul in situatii/medii noi, cu personae noi.

MASA GUNOI FEREASTRA CALENDARSCAUN USA BIBLIOTECA CEASTAVAN (arata in sus) PERETE LUSTRA CADATABLA COMPUTER/CALC. COVOR TELEVIZORCANAPEA BIROU VEIOZA COMBINA/RADIOTABLOU CUPTOR BEC

ARAGAZ CHIUVETA FRIGIDERPAT SIFONIER MASINA DE SPALAT SCARI RAFTURI DUSTOALETA PODEA DULAP

RECOMPENSA: Recompensa verbala si un token, sau recompensa tangibila.

CORECTAREA GRESELII: Ghidati fizic copilul sa atinga obiectul correct, si oferiti un model verbal alcuvantului corect.

PROGRAM: EXPRESSIVE ENVIRONMENTAL IDENTIFICATION



SD: "WHAT'S THIS?"

PHASE I:

GUIDELINES: Point to or touch an object in the environment and state SD. The child shouldlabel the object. Expand to full sentences (e.g. "It's a ____." or "That's a ___.").

PHASE II: (MATERIALS: 3 representations of each environmental object.)

GUIDELINES: Show the child a picture of the environmental object and state SD. The childshould label the object in the picture. Push for full sentences.

PHASE III:

GUIDELINES: Point to an environmental object in a book and state SD. The child should labelthe object. Push for full sentences.

TABLE GARBAGEWINDOW FLOOR

CHAIR DOORCLOSET CUBBYCEILING (point up) WALLLIGHT BOOK SHELFEASEL COMPUTERRUG CALENDARCOUCH DESKLAMP CLOCKPICTURE MICROWAVEREFRIGERATOR OVENSTOVE DISHWASHER

WASHING MACHINE DRYERHAMPER SINKSHOWER BATHTUBBED DRESSERTOILET TVSTAIRS SHELVESGARAGE

REINFORCEMENT: Verbal praise and token. ____ tokens = tangible reinforcer of her/hischoice.


PROGRAM: RECEPTIVE ENVIRONMENTAL SOUNDS ID

SD: “WHAT DO YOU HEAR?”

GUIDELINES: Place pictures on the table in front of the child (Sound Tracks or Listening



Lotto). Play a sound on tape player. State SD. The child should point to the picture thatcorresponds to the sound. Expressively follow up with SD: “WHAT DID YOU HEAR?” The childshould label the sound.


ERROR CORRECTION: Manually guide the child’s hand to point to the correct picture.Provide a verbal model of the correct label



PROGRAM: EXPRESSIVE ENVIRONMENTAL SOUNDS ID

SD: “WHAT DO YOU HEAR?”

GUIDELINES: Play a sound on tape player (Sound Tracks or Listening Lotto). State SD. The

child should label the sound.


ERROR CORRECTION: Provide a verbal model of the correct label

PROGRAM: EXPRESSIVE ROOM IDENTIFICATION



SD: "WHERE IS THIS?" (in pictures)

SD: "WHERE ARE WE?" (in a room)

GUIDELINES:1. Take the child to a room in his house and state SD: "WHERE ARE WE?" She/heshould label the room.2. Hold up a picture of a room in the child’s house and state SD: "WHERE IS

THIS?" The child should name the room in the picture.2. Generalize to novel pictures and places.

KITCHEN BATHROOM YOUR BEDROOMLIVING ROOM COMPUTER ROOM PLAYROOMMOMMY’S ROOM LAUNDRY ROOMHALLWAY DINING ROOM

REINFORCEMENT: Verbal praise and 1 token. ____ tokens = tangible reinforcer of her/hischoice.

ERROR CORRECT: Verbal model of the correct room label. Show her/him the photo of thetarget room to remind the child of the correct label or a verbal model of the correct roomlabel.

PROGRAM: RECEPTIVE ROOM IDENTIFICATION



SD: "POINT TO ____ ROOM." (in pictures)

Expressive follow up: SD: "WHERE IS THIS?"

GUIDELINES:Place 2 pictures of the rooms of his house in front of the child. State SD: "POINT TO ___ ROOM." The child should point to the room named. Give verbal praise and

provide expressive follow up: "WHERE IS THIS?" She/he should name the room in thepicture. Use several representations of each room.2. Generalize to SPARC pictures of rooms in a house.3. Generalize to pictures in books.

Step 1: Isolation –90-100% over 1 session.Step 2: Isolation with 1 distracter—90-100% over 2 sessions

KITCHEN BATHROOM YOUR BEDROOMLIVING ROOM COMPUTER ROOM LAUNDRY ROOMMOMMY AND DADDY'S BEDROOM PLAYROOMHALLWAY DINING ROOM DEN

REINFORCEMENT: Verbal praise and token. All tokens = tangible reinforcer of her/hischoice.

ERROR CORRECT: Manually guide the child’s hand to point to the correct picture, and averbal model of the correct room label.

PROGRAM: RECEPTIVE ROOM IDENTIFICATION

IN PERSON

SD: "GO TO ____ ROOM." (walks to correct room)



GUIDELINES: Present the child with the SD (e.g. Go to the kitchen). The child should walkto the correct room in the house. Expressively follow up with the SD: "WHERE ARE WE?"Prompt the child by physically guiding him/her into the correct room..

KITCHEN BATHROOM YOUR ROOMLIVING ROOM COMPUTER ROOM LAUNDRY ROOMMOMMY’ AND DADDY'S ROOM PLAYROOMHALLWAY DINING ROOM DEN

REINFORCEMENT: Verbal praise and token. All tokens = tangible reinforcer of her/hischoice.

ERROR CORRECTION: Physically guide her/him to the correct room. Make sure that thechild is walking to the target room in the absence of any maladaptive behaviors. Also, rememberto start from different rooms of the house.

PROGRAM: INDENTIFICAREA RECEPTIVA, IN PERSOANA, A CAMERELOR

SD: “DU-TE LA ______ CAMERA” (se merge in camera corecta)

INDRUMARI: Prezentati copilului comanda (ex. Du-te la bucatarie). Copilul trebuie sa mearga



in camera corecta din casa. Promptati copilul ghidandu-l spre camera corecta.

BUCATARIE CAMERA TASUFRAGERIE BALCONCAMERA MAMEI SI TATALUI BECIHOL DEBARA, CAMARA

BAIE GARAJCAMERA COMPUTERULUICAMERA DE JOACA


CORECTARE ERORII: Ghidati fizic copilul spre camera corecta, Asigurati-va ca atunci candmerge spre camera spre care a fost trimis, copilul nu prezinta nici un comportment negativ saude auto-stimulare. Deasemenea, tineti minte sa dati comanda de fiecare data din alta camera (lafiecare incercare, schimbati camera din care copilul porneste).

PROGRAM: RECEPTIVE SCENE IDENTIFICATION

SD: "POINT TO ___(scene)."

GUIDELINES: Place 2-4 pictures or place them on the table in front of the child and stateSD. The child should scan the pictures and point to the correct scene. Expressively follow-upby holding up the scene and state SD:”WHERE IS THIS?” The child should correctly label the



scene (e.g. “It’s the doctors office.”). **Criteria for each step is 90-100% over two consecutive data points.

BEACH SUPERMARKET

RESTAURANT PLAYGROUNDBIRTHDAY PARTY PARKFARM CLASSROOMSCHOOL GYMZOO CIRCUSBACKYARD HOSPITALDENTIST’S OFFICE POST OFFICEFIRE STATION BARBER SHOPPOLICE STATION LIVING ROOMBEDROOM BATHROOMKITCHEN TOY STOREDEPARTMENT STORE CLEANERSGAS STATION TRAIN STATIONJUNGLE

REINFORCEMENT: Verbal praise and one token for each correct response. ___ tokens =tangible reinforcer of the child’s choice.

ERROR CORRECTION: Manually guide hand to correct picture, and say "This is ___(scene)."

PROGRAM: EXPRESSIVE SCENE IDENTIFICATION

SD: “WHERE IS THIS?”

GUIDELINES: Show the child a picture representing a scene and state SD1 (e.g. “Where isthis?”). The child should label the scene (e.g. “That’s a farm.”). Present photographs, picturesfrom books, and SPARC pictures.

STEPS:1. Isolation - SPARC picture.2. Isolation in different representations.3. Move into random.



**Criteria for each step is 90-100% over 2 consecutive data points.

BEACH SUPERMARKET RESTAURANT PLAYGROUNDBIRTHDAY PARTY PARK

FARM CLASSROOMSCHOOL GYMZOO CIRCUSBACKYARD HOSPITALDENTIST’S OFFICE POST OFFICEFIRE STATION BARBER SHOPPOLICE STATION LIVING ROOMBEDROOM BATHROOMKITCHEN TOY STOREDEPARTMENT STORE CLEANERSGAS STATION TRAIN STATIONJUNGLE

REINFORCEMENT: Verbal praise and one token for each correct response.tokens = tangible of the child’s choice.




PROGRAM: IDENTIFICAREA EXPRESIVA A SCENELOR

SD: “CE/UNDE ESTE ASTA?”

INDRUMARI: Instructorul trebuie sa-i arate copilului o imagine a unei scene/loc si sa spunaSD (ex. “Ce este asta?”). Copilul trebuie sa numeasca scena/locul (ex. Aceasta este o ferma.”)Instructorul trebuie sa varieze materialele folosite (fotografii, carti, reviste, si alte materialedidactice care reprezinta scenele invatate de copil).

PASI:1. Izolatie – imagini speciale (din cartea SPARC).2. Izolatie folosind diferite reprezentari ale aceleiasi scene.3. Random.

**Criteriul pentru a trece la urmatorul pas este de 90-100% in doua zile consecutive.

PLAJA PARC DE JOACARESTAURANT PARCFERMA SALA DE CLASASCOALA SALA DE GIMNASTICAGRADINA ZOOLOGICA CIRCCURTE SPITALDENTIST POSTAPOPIERIE FRIZERIE/COAFORPOLITIE SUFRAGERIEDORMITOR BAIEBUCATARIE MAGAZIN DE JUCARIIMAGAZIN GARAJUNGLA

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentru

fiecare raspuns corect.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al raspunsului corect.

PROGRAM: SCENE ASSOCIATION



SD: “WHAT DO YOU SEE AT THE/A ”

SD: “WHAT WOULD YOU FIND AT THE/A “

GUIDELINES:Present the child with a picture of a scene and state the SD (e.g. “What would you see at thebeach?”). The child should describe the key FEATURES which define the scene presented (e.g.I would see sand, the ocean, sand castles). Once the child is able to label the essential items inthe picture, remove the visual stimulus. Upon hearing the SD the child should identify three ormore key features defining each scene from memory.

BEACH LIVING ROOMBIRTHDAY PARTY PLAYROOMBEDROOM RESTAURANT CLASSROOM SUPERMARKET KITCHEN LIBRARYDINING ROOM POLICE STATIONPLAYGROUND FIREHOUSELAUNDRY ROOM FARMZOO CIRCUSCOUNTRY CITYDENTIST OFFICE DOCTOR’S OFFICE

ERROR CORRECTION: Gestural, point to the key features and provide a verbal model of thecorrect response(s). When having the child recall items from memory, prompt them by showingthem the visual representation of the scene.

REINFORCEMENT: Verbal praise and 1 token. Tokens = tangible reinforcers of his/her

choice.



PROGRAM: DRAWS INFERENCES

SD 1: “WHERE IS THIS?”

SD 2: “HOW DO YOU KNOW?”PHASE I:

GUIDELINES:

Present the child with a picture of a scene and state SD 1 (e.g. Present the child with a pictureof a beach and ask “Where is this?”). The child should respond with the correct scene label(e.g. “It’s the beach.”). Provide verbal praise and state SD 2 (e.g. “How do you know it’s thebeach?”). The child should respond by naming the key FEATURES which define the scenepresented (e.g. Because I see sand, the ocean, sand castles).

PHASE I:

SD: “WHAT WOULD YOU SEE AT THE _______?”

GUIDELINES:

State the SD the child should identify three or more key features defining each scene frommemory. Only use a picture of a scene if the child requires prompting.

BEACH LIVING ROOMBIRTHDAY PARTY PLAYROOMBEDROOM RESTAURANT CLASSROOM SUPERMARKET KITCHEN LIBRARYDINING ROOM POLICE STATIONPLAYGROUND FIREHOUSELAUNDRY ROOM FARMZOO CIRCUSCOUNTRY CITYDENTIST OFFICE DOCTOR’S OFFICE

ERROR CORRECTION: Gestural, point to the key features and provide a verbal model of the

correct response(s). When having the child recall items from memory, prompt them by showingthem the visual representation of the scene.

REINFORCEMENT: Verbal praise and 1 token. Tokens = tangible reinforcers of his/herchoice.

PROGRAM: DRAWS INFERENCES/LOGICAL CONCLUSIONS



GUIDELINES: Have all materials needed for the program on the table BEFORE beginning theprogram (e.g. food, drink, crayons, hairbrush, etc…). Hold up a picture of a person perfoming anaction(e.g. hold up a picture of a boy clapping.) and state SD (e.g. “Clapping”. The child shouldrespond by performing the correct action (e.g. John claps his hands).

WAVING JUMPING STOMPING (feet) EATINGTAPPING (table) POINTING STANDING SITTING

RAISING ARMS SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWING KISSINGBRUSHING (hair) CLAPPING HAMMERING TURN ON MUSICREADING (book) TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOOR DRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGING COLORINGTHROWING CRYING SWINGING SLIDINGTAPPING BRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING PAINTINGWORKING ON COMPUTER PUTTING ON SHOES SWEEPING READINGPULLING SWIMMING DRIVING WRITING

GETTING DRESSED CATCHING BOUNCING SMILINGRIDING DRIVING

PROGRAM: RECEPTIVE ACTION IDENTIFICATION

SD: “POINT TO ___ (action).”

Expressive Follow up: SD: “WHAT S THE______DOING?”



PHASE I:

GUIDELINES: Place pictures on table or lap board -- vary the positions of the pictures each trial and state SD.The child should point to correct picture. Expressively follow-up by holding up the picture and asking SD: "WHATIS THE BOY/GIRL DOING?" S/he should label the action. For example, SD: "Point to clapping." The childpoints to picture of girl clapping. "Good!" Instructor holds up picture and states SD: "WHAT IS THE GIRLDOING?" The child responds "Clapping." Only score the Receptive component.

**Criteria, 90-100% for one data point.

STEPS: 1. Isolation alone.2. Isolation with 1 distracter.3. Isolation with 2 distracters.4. Move Isolation into Random list.

PHASE II:

GUIDELINES: Present the child with a page of a book or scene and state SD (e.g. “Point to jumping.”). The childshould locate and point to the picture of a person jumping. Expressively follow-up by pointing to the picture andstating SD. The child should label the action.

WAVING JUMPING STOMPING (feet) EATINGTAPPING (table) POINTING STANDING SITTINGRAISING ARMS SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWING KISSINGBRUSHING (hair) CLAPPING HAMMERING TURN ON MUSICREADING (book) TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOOR DRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGING COLORINGTHROWING CRYING SWINGING SLIDINGTAPPING BRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING PAINTING

WORKING ON COMPUTER PUTTING ON SHOES SWEEPING READINGPULLING SWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCING SMILINGRIDING DRIVING


ERROR CORRECTION: Physically guide the child's hand to correct picture and say"This is ___ (action)." For expressive component, provide a verbal model of the correct action label.

PROGRAM: EXPRESSIVE ACTION IDENTIFICATION

SD: "WHAT AM I DOING?"

SD: "WHAT ARE YOU DOING?"

SD: "WHAT IS THE BOY/GIRL DOING?"

PHASE I:



GUIDELINES: Present a picture of someone performing an action and state SD. S/he should label theaction. PUSH FOR COMPLETE SENTENCES. The child SHOULD FOLLOW THE MODEL PROVIDED BYTHE INSTRUCTOR (e.g. SD: “What is the girl doing?”, R: “The girl is walking”). Vary the model ac-cording to the representation used (e.g. baby/Mommy/lady/man/girl/Grandpa).

PHASE II:

GUIDELINES: Point to a picture of someone performing an action, in a book, and state SD. The child

should label the action. PUSH FOR FULLER SENTENCES. the child SHOULD FOLLOW THE MODELPROVIDED BY THE INSTRUCTOR. (e.g. “What is the alligator doing?” The child should respond “Thealligator is jumping.”). Vary the model according to the representation used. VARY BOOKS USED.Note the actions the child is having difficulty generalizing.

PHASE III.

GUIDELINES: Generalize to different environments and situations. Vary SD’s used, fade away from“SD tone” and use natural language. For example, take the child to the park and ask, “What are thosechildren doing over there?” or “What’s going on over there?” The child should label the correct action.

WAVING JUMPING STOMPING (feet) EATINGTAPPING (table) POINTING STANDING SITTINGRAISING ARMS SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWING KISSINGBRUSHING (hair) CLAPPING HAMMERING TURN ON MUSICREADING (book) TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOOR DRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGING COLORINGTHROWING CRYING SWINGING SLIDINGTAPPING BRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING PAINTING

WORKING ON COMPUTER PUTTING ON SHOES SWEEPING READINGPULLING SWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCING SMILINGRIDING DRIVING


ERROR CORRECTION: Provide a verbal model of the correct action label.

PROGRAM: IDENTIFICAREA EXPRESIVA A ACTIUNILOR/VERBELOR I

SD: "CE FAC EU?"

SD: "CE FACI (TU)?"

SD: "CE FACE FETITA/BAIATUL?"FAZA I:

INDRUMARI: Terapeutul trebuie sa-i prezinte copilului o imagine/fotografie a unei personae care

executa o actiune si sa spuna SD. Copilul trebuie sa numeasca actiunea. INSTRUCTORUL TREBUIE



SA INSISTE PENTRU PROPOZITII COMPLETE. Copilul trebuie sa URMEZE MODELUL

INSTRUCTORULUI (ex. SD: “Ce face fetita?” R: “Fetita merge.”) Instructorul trebuie sa varieze

modelul verbal in functie de imaginea folosita (ex. Mama/Tata/ Femeia/ Barbatul/Fetita/Baiatul/

Bunicul/ Bunica).

FAZA II:

INDRUMARI: Instructorul trebuie sa arate spre imaginea dintr-o carte unei personae care executa o

actiune, si sa spuna SD. Copilul trebuie sa numeasca actiunea. INSTRUCTORUL TREBUIE SAINSISITE PENTRU PROPOZITII COMPLETE. Copilul trebuie sa URMEZE MODELUL VEBAL ALINSTRUCTORULUI (ex. “Ce face crocodilul?” Copilul trebuie sa raspunda “Corcodilul sare.”)Instructorul trebuie sa varieze modelul verbal in functie de imaginea folosita. INSTRUCTORULTREBUIE SA VARIEZE CARTILE FOLOSITE. Luati notite pentru actiunile pentru care copilul prezintadificultati la generalizare.

FAZA III.

INDRUMARI: Copilul trebuie sa generalizeze pentru diferite medii si situatii. Instructorul trebuie savarieze SD-ul pe care il foloseste, sa renunte incetul cu incetul la tonul de comanda, si sa foloseasca un

limbaj cat mai natural. De exemplu, duceti copilul in parc si intrebati-l, “Ce fac copiii aceia?” sau “Ce seintampla acolo?” Copilul trebuie sa numeasca corect actiuneaFACE PA SARE BATE DIN PICIOARE DA PUPICBATE IN MASA ARATA STA IN PICIOARE PORNESTE MUZICARIDICA BRATELE DOARME BEA SUTEAZASE INTOARCE MERGE SUFLA BATE LA USASE PIAPTANA APLAUDA BATE CU CIOCANUL COLOREAZACITESTE (o carte) VORBESTE LA TELEFON STINGE LUMINA ALUNECA (pe tobogan)DESCHIDE/INCHIDE USA SE STERGE (cu prosopul) APRINDE LUMINA SAPAIMPINGE ALERGA IMBRATISEAZA PICTEAZAARUNCA PLANGE SE LEAGANA CITESTE

SE JOACA SE SPALA PE DINTI TINE … (in mana) SCRIELUCREAZA LA CALCULATOR ISI LEAGA SIRETURILE ASPIRA ZAMBESTETRAGE SE INCALTA MATURA BATE MINGEASE IMBRACA INOATA MERGE PE BICICLETA PRINDE (mingea)CONDUCE MASINA

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:1.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii corecte a

actiunii.


SD: "WHAT AM I DOING?"


SD: "WHAT IS THE BOY/GIRL DOING?"

PHASE I:

GUIDELINES: Present the child with a picture of someone performing an action and state SD. The child



should verbally label the action. Score Receptive component only. Push for full sentences where the child followsthe instructors model (e.g. SD “What is the man doing?” R “The man is reading” or “The man is reading anewspaper.”

PHASE II:

GUIDELINES: Point to a picture of someone performing an action, in a book, and state SD. The child should labethe action. PUSH FOR FULLER SENTENCES. the child SHOULD FOLLOW THE MODEL PROVIDED BY THEINSTRUCTOR. (e.g. “What is the alligator doing?” The child should respond “The alligator is jumping.”). Vary

the model according to the representation used. VARY BOOKS USED. Note the actions the child is havingdifficulty generalizing.

PHASE III.

GUIDELINES: Generalize to different environments and situations. Vary SD’s used, fade away from “SD tone”and use natural language. For example, take the child to the park and ask, “What are those children doing overthere?” or “What’s going on over there?” The child should label the correct action.

WAVING JUMPING STOMPING (feet) EATINGTAPPING (table) POINTING STANDING SITTINGRAISING ARMS SLEEPING DRINKING WASHING (hands)

TURNING WALKING BLOWING KISSINGBRUSHING (hair) CLAPPING HAMMERING TURN ON MUSICREADING (book) TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOOR DRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGING COLORINGTHROWING CRYING SWINGING SLIDINGTAPPING BRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING PAINTINGWORKING ON COMPUTER PUTTING ON SHOES SWEEPING READINGPULLING SWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCING SMILING

RIDING DRIVING

REINFORCEMENT: Verbal praise and 1 token for each correct response.___ tokens = tangible reinforcer of her/his choice.



IN BOOKS

SD: "WHAT IS THE _______ DOING?"

SD: "WHAT IS HE/SHE DOING?"



GUIDELINES: Point to a picture of someone performing an action , and state SD. S/he shouldverbally label the action. PUSH FOR FULLER SENTENCES. the child SHOULD FOLLOW THEMODEL PROVIDED BY THE INSTRUCTOR. (e.g. “What is the alligator doing?” The child “Thealligator is jumping.”) Vary the model according to the representation used. VARY BOOKSUSED. Note the actions the child is having difficulty generalizing.

WAVING JUMPING STOMPING (feet) EATINGTAPPING (table) POINTING STANDING SITTINGRAISING ARMS SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWING KISSINGBRUSHING (hair) CLAPPING HAMMERING TURN ON MUSICREADING (book) TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOOR DRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGING COLORINGTHROWING CRYING SWINGING SLIDINGTAPPING BRUSHING (teeth) HOLDING DIGGING

PLAYING TYING SHOES VACUUMING PAINTINGWORKING ON COMPUTER PUTTING ON SHOES SWEEPING READINGPULLING SWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCING SMILINGRIDING DRIVING

REINFORCEMENT: Verbal praise and 1 token for each correct response.___ tokens = tangible reinforcer of her/his choice.


PROGRAM: PERFORMS ACTION UPON PRESENTATION OF APICTURE

SD: “DO WHAT HE/SHE IS DOING.”

-or- “DO WHAT THE BOY/GIRL/LADY/MAN IS DOING.”

GUIDELINES: Have all materials needed for the program on the table BEFORE beginning theprogram (e.g. food, drink, crayons, hairbrush). Hold up a picture or point to a person performing



an action (e.g. Hold up a picture of a boy clapping.) and state SD (e.g. “Do what the boy isdoing.”). The child should respond by performing the correct action (e.g. John claps his hands.)

WAVING JUMPING STOMPING (feet)EATING TAPPING (table) POINTINGSTANDING SITTING RAISING ARMSSLEEPING DRINKING WASHING (hands)

TURNING WALKING BLOWINGKISSING BRUSHING (hair) CLAPPINGHAMMERING TURN ON MUSIC READING (book)TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOORDRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGINGCOLORING THROWING CRYINGSWINGING SLIDING TAPPINGBRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING

WORKING ON COMPUTER PUTTING ON SHOES SWEEPINGREADING PULLING PAINTINGSWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCINGSMILING RIDING DRIVINGCLEANING UP

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer of her/his

choice.

ERROR CORRECTION: Physically guide the child to perform the correct action and say "Thisis ___ (action)." Or model the correct action. For expressive component, provide a verbalmodel of the correct action.



PROGRAM: RECEPTIVE ACTION COMMANDS

SD: "SHOW ME ___ (action)."

GUIDELINES: Have any materials necessary out on the table before beginning the program

(e.g. food, crayon & paper, hairbrush, toy phone, book). Present SD (e.g. “Show me waving.”).The child should perform the action requested (e.g. The child claps his/her hands.).Expressively follow-up by asking SD: "WHAT ARE YOU DOING?" The child should respond bylabeling the action (e.g. I’m clapping.”).Score Receptive component only.

WAVING JUMPING STOMPING (feet)EATING TAPPING (table) POINTINGSTANDING SITTING RAISING ARMS

SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWINGKISSING BRUSHING (hair) CLAPPINGHAMMERING TURN ON MUSIC READING (book) TALKING ON PHONE TURN

LIGHT ON KICKING (a ball) OPENING/CLOSING DOORDRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGINGCOLORING THROWING CRYINGSWINGING SLIDING TAPPINGBRUSHING (teeth) HOLDING DIGGINGPLAYING TYING SHOES VACUUMING

WORKING ON COMPUTER PUTTING ON SHOES SWEEPINGREADING PULLING PAINTINGSWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCINGSMILING RIDING DRIVINGCLEANING UP

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer of her/hischoice.

ERROR CORRECTION: Physically guide the child to perform the correct action and say "Thisis ___ (action)." Or model the correct action. For expressive component, provide a verbalmodel of the correct action.



PROGRAM: LABELS ACTIONS ON SELF


PHASE I:

GUIDELINES: Have the child imitate an action command non-verbally, and state SD. The child should respondby correctly labeling the target action. For example, Instructor says SD: "DO THIS." and claps hands. Thechild imitates by clapping his/her hands. Instructor states SD: " WHAT ARE YOU DOING?" The child responds

"I’M CLAPPING." Push for complete sentences (e.g I’m eating an apple.”)

PHASE II:

GUIDELINES: Engage the child in an activity from the action commands list. Wait a few seconds for them tobe engaged in the activity and state SD. The child should respond with the correct action. Use natural languageand avoid using a “SD tone.” Do not run this in trials. For example, have an activity set up for each break (e.g.coloring, blowing bubbles and cleaning up etc.). Run this program across novel environments and people.

WAVING JUMPING STOMPING (feet)EATING TAPPING (table) POINTINGSTANDING SITTING RAISING ARMS

SLEEPING DRINKING WASHING (hands)TURNING WALKING BLOWINGKISSING BRUSHING (hair) CLAPPINGHAMMERING TURN ON MUSIC READING (book)TALKING ON PHONE TURN LIGHT ON KICKING (a ball)OPENING/CLOSING DOORDRYING (with towel) TURNING LIGHT OFF KNOCKINGPUSHING RUNNING HUGGINGCOLORING THROWING CRYINGSWINGING SLIDING TAPPINGBRUSHING (teeth) HOLDING DIGGING

PLAYING TYING SHOES VACUUMINGWORKING ON COMPUTER PUTTING ON SHOES SWEEPINGREADING PULLING PAINTINGSWIMMING DRIVING WRITINGGETTING DRESSED CATCHING BOUNCINGSMILING RIDING DRIVINGCLEANING UP

REINFORCEMENT: Verbal praise and token. ____ tokens = tangible reinforcer (i.e. food, drink, or toy) of

her/his choice.

ERROR CORRECTION: Physically guide the child to perform the correct action, and verbally model thetarget response.





GUIDELINES: Have the child perform an action with an object, and state the SD: "WHAT ARE YOU DOING?"S/he will respond in a full sentence "I'M ___(action)." See action command list (maintenance) and target novelresponses. Expand her/his descriptions to include the action and a noun (e.g. "I'm eating a chip." "I'm sitting onthe couch.")

Target 2 specific actions at a time. Follow the Phase Guidelines.1. Eating (various foods)2. Sitting (various places -- bed, chair, floor, couch, stroller, potty, bath, etc.)3. Coloring/Drawing (with chalk, paint, crayons, markers, etc.)4. Drinking (various drinks)5. Sleeping (various places -- bed, couch, floor, etc.)6. Riding (bike, stroller, bus, car, taxi)7. Brushing Hair/Teeth/other body parts8. Washing Hands/Face/other body parts9. Vacuuming Floor/Rug/Rooms of House10. Jumping (on floor, bed, trampoline)

11. Playing (with various toys)12. Running/Walking13. Sliding/Swinging14. Skating15. Look at list of remaining action commands.

PHASE I:

The instructor will point to the object and state the SD: "WHAT'S THIS?" (e.g. a bed or glass of orange juice).The child will label the object (e.g. "It's a bed." or "That's orange juice."). The instructor will then have thechild perform an action with the object (without labeling the object) by physically prompting the child to performthe action or modeling the correct response (e.g. the instructor jumps on the bed or drinks the juice). The child

will imitate the action (e.g. the child jumps on the bed or drinks the juice). The instructor states the SD:"WHAT ARE YOU DOING?" The child responds by labeling the action and the noun (e.g. "jumping on bed" or"I'm drinking orange juice."). Vary the object each trial.

PHASE II:

The instructor will then have the child perform an action with the object (without labeling the object) byphysically prompting the child to perform the action or modeling the correct response (e.g. the instructor jumpson the bed or drinks the juice). The child will imitate the action (e.g. the child jumps on the bed or drinks the juice). The instructor states the SD: "WHAT ARE YOU DOING?" The child responds by labeling the action andthe noun (e.g. "jumping on bed" or "I'm drinking orange juice."). Vary the object each trial.

PHASE III:The instructor will then have the child perform an action with the object without labeling the object byphysically prompting the child to perform the action or modeling the correct response (e.g. the instructor jumpson the bed or drinks the juice). The child will imitate the action (e.g. the child jumps on the bed or drinks the juice). The instructor will delay the SD for _____ seconds while looking at the child.

Systematically increase the amount of delay:a. 1 second.b. 2 secondsc. 3 seconds



d. 4 secondse. 5 secondsf. 7 secondsg. 10 seconds

The child responds by labeling the action and the noun (e.g. "jumping on bed" or "I'm drinking orange juice.").Vary the object each trial. If the child does not respond before the delay is up, the instructor should state theSD: "WHAT ARE YOU DOING?" The child responds by labeling the action and the noun.

PHASE IV: The child will label action and noun within 10 seconds of the instructor attending to the child.

PHASE V:

Generalize to novel people and novel environments.

REINFORCEMENT: Provide verbal praise and 1:1 primary reinforcement for Phases I-III. Fade tointermittent reinforcement schedule for Phase IV, and fade to verbal praise only for Phase V.

ERROR CORRECTION: Provide a verbal model of the correct response and repeat the trial 3-5 times.



PROGRAM: MATCHING

SD: “MATCH.”

GUIDELINES: Place three to four items on the table (to be matched). The child should beturned facing the table. Hand her/him an object and state SD. The child should place theobject on top/next to the corresponding object. Use at least 20 pairs of items for each step.

STEPS:

1) Identical items that “nest” in each other (e.g. cups, bowls).2) Identical items.3) Identical pictures of objects.4) Identical pictures of actions5) Objects to pictures.6) Pictures to objects.7) Non-identical items (i.e. 2 cups, 2 crayons).8) Colors, shapes, letters, numbers.9) Objects by association.

REINFORCEMENT: Verbal praise and 1:1 tangible reinforcer of the child’s choice.

ERROR CORRECTION: Manually guide the child’s hand to correctly mach the items.



PROGRAM: PERECHEA

SD: “PERECHEA” Sau “GASESTE PERECHEA”

INDRUMARI: Puneti trei sau cel mult patru obiecte pe masa (pentru a fi imperecheate).

Copilul trebuie intors cu fata spre masa, privind direct spre imagini. Dati copilului un obiect sispuneti SD. Copilul trebuie sa plaseze obiectul deasupra sau langa obiectul care-i corespunde capereche. Folositi cel putin 20 de perechi de obiecte pentru fiecare pas.

PASI:

1) Obiecte identice care se incastreaza unul in altul (ex. Pahare, castroane etc.)2) Obiecte identice.3) Imagini cu obiecte identice.4) Imagini cu actiuni identice.5) Obiecte la imagini.6) Imagini la obiecte.7) Obiecte diferite/non-identice (ex. 2 pahare diferite, 2 creioane diferite).8) Culori, forme, litere, numere.9) Obiecte prin asociere.

RECOMPENSA: Recompensa verbala si recompensa tangibila 1:1 la alegerea copilului.

CORECTAREA GRESELII: Ghidati fizic mana copilului pentru a imperechea corect obiectele.



PROGRAM: COGNITIVE

1) Block designs on picture card : When given a block design card, student will place the blocks in theappropriate location on the design card disregarding extra blocks.(Can quickly complete designs with 6 or more pieces-some extras)

2 ) Block designs from picture: When given a block design card, student will place blocks to make the designshown on the card.(Can quickly complete designs with 6 or more pieces-some extras)

3) Delayed replication of a sequence: After having been shown a model of items in a specific sequence and thenhaving the model removed, the student will be able to replicate the sequence.(Immediately, with three items after 5 second delay)

4) Extend a sequence pattern: When given a model of items in a specific sequence, the student will be able tocontinue adding items in the correct sequence.(Continues an irregular pattern with at least 3 different stimuli with irrelevant pieces present)

5) Replicate simple 3-dimensional objects: Given a set of blocks or other items and a model of a simple 3-dimensional object (e.g. a house, car); the student will be able to arrange the blocks or other items to replicatethe structure.(Can replicate 2 objects using at least 6 blocks or other items)



PROGRAM: SORTING OBJECTS

SD: "SORT."

GUIDELINES: Place specified containers on the table in front of the child. Put an item fromeach group into the separate containers to help the child identify which items to put into each

container. Hand the child the item/picture and state SD. The child should place theitem/picture in the corresponding container.Once the Random have been mastered (90-100% for two consecutive days), add one new set tothe Random list.

1. LABELS2. COLORS3. SHAPES4. LETTERS5. NUMBER6. GENDER7. CATEGORIES8. ATTRIBUTES

REINFORCEMENT: Verbal praise and 1 token for each correct item sorted. ___ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Manually guide the child's hand to place the items in the correctcontainers.



PROGRAM: EXPRESSIVE CATEGORIES

SD 1: WHAT'S THIS? Response: Cow.

SD 2: WHAT’S A ___ (item label)? Response: Animal.

SD 3: PUT IT WITH THE ___. Response: Puts cow with other animals.

SD 4:(Point to the group of labels

)WHAT ARE THESE ? Response: Animals.

Reverse SD: “TELL ME A ___ (category label).”

GUIDELINES: Present pictures and 3D objects of various categories and state SD 1:"What's this?" . The child should respond with the object's label (e.g. "It's an apple."). Providepraise and present SD 2: What’s a ____?” The child should give the object’s category (e.g. “Anapple is a fruit.”). Give verbal praise and present SD 3: "Put it with ___." (e.g. The child shouldput the apple in the fruit box.) Provide verbal praise and point to fruit box and ask SD 4:"What are these?" The child should give the category label (e.g. "Fruit.").

FOOD TRANSPORTATIONANIMALS CLOTHESTOYS LETTERSNUMBERS COLORSSHAPES FRUIT VEGETABLES DAYS OF THE WEEKWEATHER SEASONSBODY PARTS UTENSILS/DISHESTOOLS INSTRUMENTSFURNITURE

REINFORCEMENT: Verbal praise and 1 token. ___ tokens = tangible reinforcer of

her/his choice (i.e. food, drink, or toy).

ERROR CORRECTION: Verbal model of the correct response and physical guidance to placeitems in the correct container.



PROGRAM: IDENTIFICAREA EXPRESIVA A CATEGORIILOR I

SD 1: CE ESTE ASTA? Raspuns: Vaca.

SD 2: CE ESTE___ (obiect)? Raspuns: Animal.

SD 3: PUNE CU ___.(catgorie) Raspuns: Pune vaca cu celelalte animale.

SD 4:(Arata spre un grup de obiecte

)CE SUNT ASTEA ? Raspuns: Animale

SD inversat: “SPUNE-MI UN/O___ (categorie).”

INDRUMARI: Instructorul trebuie sa prezinte copilului imagini sau obiecte din diferitecategorii si sa spuna SD 1 “Ce este asta?” Copilul trebuie sa numeasca corect obiectul (ex. “Esteun mar.”) Instructorul ofera recompensa verbala si spune SD 2: “Ce este un mar?” Copilultrebuie sa numeasca corect categoria din care face parte obiectul (ex. Un mar este un fruct.”)Instructorul ofera recompensa verbala si spune SD 3: “Pune cu fructele.” (copilul pune marul ingrupul fructelor.) Instructorul ofera recompensa verbala si spune SD 4: “Ce sunt astea?” Copilultrebuie sa denumeasca corect categoria (ex. Fruct/Fructe).

MANCARE VEHICULEANIMALE IMBRACAMINTEJUCARII LITERENUMERE CULORIFORME FRUCTELEGUME ZILELE SAPTAMANIIPARTI ALE CORPULUI ANOTIMPURIUNELTE VESELAMOBILA INSTRUMENTE

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentrufiecare raspuns corect.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al raspunsului corect sideasemenea sa ofere copilului ajutor fizic pentru a pune obiectul in categoria corecta.




FOOD TRANSPORTATIONANIMALS CLOTHESTOYS LETTERSNUMBERS COLORSSHAPES FRUIT

VEGETABLES DAYS OF THE WEEKWEATHER SEASONSBODY PARTS UTENSILS/DISHESTOOLS INSTRUMENTSFURNITURE

PHASE I:

SD 1: WHAT'S THIS? Response: Cow.

SD 2: WHAT’S A ___ (item label)? Response: Animal.

GUIDELINES: Present pictures and 3D objects of various categories and state SD 1:"What's this?" . The child should respond with the object's label (e.g. "It's an apple."). Providepraise and present SD 2: What’s a ____?” The child should give the object’s category (e.g.“fruit.”).

PHASE II: NAMING OBJECTS IN A CATEGORY

SD: “TELL ME SOME (category).”

GUIDELINES: State the Sd to the child. She/he should name as many nouns from thecategories as possible. If necessary use the category sheet, enabling her/him to see whichnouns she has named to avoid repeating.

REINFORCEMENT: Social Praise.

ERROR CORRECTION: Verbal model of the correct response.



PROGRAM: IDENTIFICAREA EXPRESIVA A CATEGORIILOR II

MANCARE VEHICULEANIMALE IMBRACAMINTEJUCARII LITERE

NUMERE CULORIFORME FRUCTELEGUME ZILELE SAPTAMANIIPARTI ALE CORPULUI ANOTIMPURIUNELTE VESELAMOBILA INSTRUMENTE

FAZA I:

SD 1: CE ESTE ASTA? Raspuns: Vaca.

SD 2: CE ESTE UN/O ___ (idenumirea obiectului)? Raspuns: Animal.

INDRUMARI: Instructorul trebuie sa prezinte copilului imagini sau obiecte care reprezintadiferite categorii si sa spuna SD 1: “Ce este asta?” Copilul trebuie sa numeasca corect obiectul(ex. “Este un mar.”) Instructorul ofera recompensa verbala si prezinta SD 2: “Ce este un mar?”Copilul trebuie sa numeasca corect categoria corespunzatoare obiectului (ex. “fruct.”)

FAZA II: NUMESTE OBIECTE DINTR-O ANUMITA CATEGORIE

SD: “SPUNE-MI CATEVA (categorie).”

INDRUMARI: Instructorul trebuie sa spuna SD. Copilul trebuie sa dea exemplu de cat maimulte obiect corespunzatoare categoriei respective. Daca este necesar puteti folositi un tabelcu categorii, pentru a ajuta copilul sa vada ce obiecte a numit deja, si sa evite sa se repete.

RECOMPENSA: Recompensa verbala.

CORECTAREA ERORII: Model verbal al raspunsului corect.




SD: “WHICH ON IS A (category)?”

GUIDELINES: Place 3-4 known labels from different categories, in front of the child andstate SD (“Which one is an animal?”). The child should pick up/point to the correct item and

provide it’s a label (“Horse.”). USE MASTERED LABELS ONLY.





PROGRAM: IDENTIFICAREA EXPRESIVA A CATEGORIILOR III

SD: “CARE ESTE UN/O (categorie)?” sau SD: “DA-MI UN/O (categorie)”

INDRUMARI: Instructorul trebuie sa puna in fata copilului 3-4 obiecte cunoscute din diferitecategorii, si sa spuna SD (“Da-mi un animal”). Copilul trebuie sa ridice/sa arate obiectul

corespunzator si sa numeasca acel obiect (ex. “Calul.”) FOLOSITI NUMAI OBIECTE CAREAU FOST DEJA INVATATE.

RECOMPENSA: Recompensa verbala/sociala.


PROGRAM: RECEPTIVE CATEGORIES

SD 1: “FIND ME AN/A (category)”

-or- “GIVE ME A/AN (category)”



SD 2: “WHAT'S THIS?”

“WHAT DO YOU HAVE?”

SD 3: “WHAT’S A (label)?”

GUIDELINES: Present the child with a container full of objects from the various categories,

and state SD 1 ("Find me an animal”.) The child should respond by looking through thecontainer and retrieve an item from the corresponding category, (e.g. The child takes out acow from the container.). Give verbal praise and present SD 2 (e.g. "What's this?"). Thechild should state the object's label (e.g. It’s a cow”). Give verbal praise and present SD 3(e.g. "What’s a cow?”). The child should state the object’s category (e.g. “A cow is ananimal”).



ERROR CORRECTION: Physical guidance to find the correct item. Verbal model of thecorrect response.

PROGRAM: RECEPTIVE CATEGORY LABEL ID

SD 1: “POINT TO THE (category).”

-or- “WHERE ARE THE (category)?”

Expressive follow-up: “WHAT ARE THESE?”



GUIDELINES: Present the child with THREE containers filled with items from specificcategories (e.g. #1 - animals, #2 - foods, #3- vehicles), and state SD 1(e.g. "Point to theanimals."). The child should respond by pointing to the correct container. Give verbal praise

and present Expressive follow-up (e.g. "What are these?"). The child should state thecorrect category (e.g. “Animals.”).




PROGRAM: RECEPTIVE CATEGORY LABEL ID

SD 1: “POINT TO THE (category).”

-or- “WHERE ARE THE (category)?”

Expressive follow-up: “WHAT ARE THESE?”



GUIDELINES: Present the child with THREE pictures/items from specific categories (e.g.#1 - dog, #2 - corn, #3- truck), and state SD 1(e.g. "Point to the animal."). The child shouldrespond by pointing to the correct picture/item. Give verbal praise and present follow-up“That’s right ___(item label) is a ____ (category).” (e.g. “That’s right a dog is an animal!”).




PROGRAM: RECEPTIVE CATEGORY RETRIEVAL

SD 1: “GIVE ME THE (category).”-or- “HAND ME THE (category)?”

SD 2: “WHAT IS A _____ (item label)?”



GUIDELINES: Place THREE pictures/items from specific categories out on the table orfloor (e.g. #1 - dog, #2 - corn, #3- truck), and state the SD 1 (e.g. "Give me the animal.").The child should respond by handing the instructor the correct picture/item (e.g. the childhands the instructor the dog). Give verbal praise and present follow-up “That’s right ___(item label) is a ____ (category).” (e.g. “That’s right a dog is an animal!”). State SD 2(e.g. “What is a dog?”), and the child should label the category (e.g. “Animal.”).




PROGRAM: ANIMAL SOUNDS

SD: "WHAT DOES A ___(animal) SAY?"

REVERSED SD: “WHAT ANIMAL SAYS (animal sound)?”

SD: "WHAT SAYS ____(animal sound)?"

GUIDELINES: Place animal figures on the table. Ask Cole SD. He should respond bypicking up the correct animal and giving the sound it makes. Teach one new sound at a time.



COW – MOO DOG – WOOFCHICKEN – CLUCK CAT – MEOWPIG – OINK ROOSTER – COCK A DOODLE DOOHORSE -- NAY DUCK -- QUACKSHEEP -- BAAA FROG -- RIBBIT BIRD -- TWEET MONKEY -- OOOO

LION -- ROAR BEAR -- GRRRROWL – HOO HOO SNAKE – SSSSSSGOAT - MAAA

REINFORCEMENT: Verbal praise and one token for each correct response. 1:1 REINFORCER

ERROR CORRECTION: Physically guide the child’s hand to pick up the corresponding animal,and provide a verbal model of the correct response.



PROGRAM: SUNETELE ANIMALELOR

SD: “Cum face _____ (animalul)?”

Inverseaza SD: “Care animal face ______(sunetul animalului)?” SD: “Cine face______(sunetul animalului)?”

INDRUMARI: Puneti imagini cu animale pe masa. Da-ti copilului SD. Copilul ar trebui sa ridiceimaginea corecta si sa spuna cum face acel animal. Invatati doar cate un singur sunet nou odata.

VACA—MUU CAINELE—HAM, HAMPUIUL—PIU PISICA—MIAUPORCUL—GUIT COCOSUL—CUCURIGUUCALUL—NIHAHA RATA—MAC

OAIA—BEEE BROASCA—OACPASAREA—CIP CIRIP MAIMUTA—UUAAALEUL—VAAA URSUL—MORRRBUFNITA—HU HU HU SARPELE—SSSSCAPRA—MEEE

RECOMPENSAREA: Lauda verbala si un token pentru fiecare raspuns corect. Recompensa 1:1

CORECTAREA GRESELII: Se ofera indrumare fizica a mainii copilului pentru a ridica imaginea

corespunzatoare, si un model verbal al raspunsului corect.

PROGRAM: SAME & DIFFERENT



SD 1: "GIVE ME THE ONE/S THAT ARE THE SAME/DIFFERENT."

-or- "POINT TO SAME/DIFFERENT."

-or- "WHICH ONE/S ARE THE SAME/DIFFERENT?"

SD 2: "WHY ARE THEY THE SAME/DIFFERENT?"

GUIDELINES: Place three objects/pictures on the table in front of the child. Two itemsshould be identical and one should be different.Score both Receptive and Expressive components. Do not move to next concept until bothcomponents are solid.

SAME -- State SD 1: "Give me the ones that are the same." The child should handinstructor the two identical items. Then follow-up with SD 2: "Why are they the same?"S/he should respond "Because they are both ____ (reason that makes them alike)."

DIFFERENT -- State SD 1: "Give me the one that is different." The child should handinstructor the one that is not like the others. Follow-up with SD 2: "Why is it differ-ent?" The child should give rational "Because it is NOT ___ (reason others are alike)."

A. IDENTICAL OBJECTS:1. Same2. Different3. Randomize Same and Different

B. BASED ON COLOR:C. BASED ON CATEGORY:D. BASED ON ATTRIBUTEE. BASED ON FUNCTION

REINFORCEMENT: Provide verbal praise and 1 token for each correct response. ___ tokens =tangible reinforcer of her/his choice.ERROR CORRECTION: Provide manual guidance to pick up/point to the correct items, and averbal model of the correct reason.



PROGRAM: RECEPTIVE SAME & DIFFERENT

SD 1: "GIVE ME THE ONE/S THAT ARE THE SAME/DIFFERENT."

-or- "POINT TO SAME/DIFFERENT."

-or- "WHICH ONE/S ARE THE SAME/DIFFERENT?"

GUIDELINES: Place three objects/pictures on the table in front of the child. Two items should be

identical and one should be different.

SAME -- State SD 1: "Give me the ones that are the same." The child should hand instructorthe two identical items. Then provide the child with the reason that the two are the same andhave the child repeat it (E.G. That’s right. They are the same because they are both ____ (reason that makes them alike)."

DIFFERENT -- State SD 1: "Give me the one that is different." The child should handinstructor the one that is not like the others. Then provide the child with the reason that thetwo are different (e.g. "Good! They are different because it is NOT ___ (reason others are

alike)."

A. IDENTICAL OBJECTS:1. Same2. Different3. Randomize Same and Different

B. BASED ON COLOR:1. Same2. Different

3. Randomize Same and Different

C. BASED ON CATEGORY:1. Same2. Different3. Randomize Same and Different

REINFORCEMENT: Provide verbal praise and 1 token for each correct response. ___ tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Provide manual guidance to pick up/point to the correct items, and a verbalmodel of the correct reason.



PROGRAM: EXPRESSIVE FUNCTION OF BODY PARTS

SD: "WHAT DO YOU ____?"

REVERSE SD: "WHAT DO YOU DO WITH YOUR ____(body part)?"

GUIDELINES: State SD, and the child should respond by touching the corresponding bodypart and labeling it. Expand to complete sentences. Initially, accept "My ___(body part)."After the child has mastered labeling body part by function, teach the reverse (i.e. labelingfunction by body part).

SEE /BLINK/CRY WITH? (I SEE /BLINK/CRY WITH MY EYES.)SMELL/ SNEEZE WITH? (I SMELL/SNEEZE WITH MY NOSE.)HEAR WITH? (I HEAR WITH MY EARS.)TASTE/EAT/TALK WITH? (I TASTE/EAT/TALK WITH MY MOUTH.)

TOUCH/CLAP/WAVE WITH? (I TOUCH/CLAP/WAVE WITH MY HANDS.)WALK/RUN/JUMP WITH? (. . . LEGS/FEET.)KISS WITH? (. . . LIPS.)CHEW WITH? (. . . TEETH.)LICK WITH? (. . . TONGUE.)

REINFORCEMENT: Social praise

ERROR CORRECTION: Provide verbal model of correct label.



PROGRAM: RECEPTIVE FUNCTION OF BODY PARTS

SD: “POINT TO SOMETHING YOU (action) WITH?”

“GIVE ME SOMETHING YOU (action) WITH?”

“SHOW ME WHAT YOU USE TO (action) WITH?”

“TOUCH WHAT YOU (action) WITH?”

REVERSE :

SD 1: “WHAT IS THIS/THAT?”

SD 2: “WHAT DO YOU DO WITH IT?”

GUIDELINES: State SD, and the child should respond by touching the corresponding bodypart and labeling it. Use PICTURES, MR. POTATO HEAD PIECES, AND DOLLS. Expand tocomplete sentences. Initially, accept " ___(body part).".After the child has mastered labeling body part by function, teach the reverse (i.e. labelingfunction by body part).

SEE /BLINK/CRY WITH? (I SEE /BLINK/CRY WITH MY EYES.)SMELL/ SNEEZE WITH? (I SMELL/SNEEZE WITH MY NOSE.)HEAR WITH? (I HEAR WITH MY EARS.)TASTE/EAT/TALK WITH? (I TASTE/EAT/TALK WITH MY MOUTH.)TOUCH/CLAP/WAVE WITH? (I TOUCH/CLAP/WAVE WITH MY HANDS.)

WALK/RUN/JUMP WITH? (. . . LEGS/FEET.)KISS WITH? (. . . LIPS.)CHEW WITH? (. . . TEETH.)LICK WITH? (. . . TONGUE.)

REINFORCEMENT: Verbal praise and one penny for each correct response. ____ pennies = tangible reinforcer of her/his choice.

ERROR CORRECTION: Physical guidance to retrieve/touch the correct body part. Verbalmodel of the correct response.

PROGRAM: FUNCTION OF BODY PARTS

SEE /BLINK/CRY WITH? (I SEE /BLINK/CRY WITH MY EYES.)



SMELL/ SNEEZE WITH? (I SMELL/SNEEZE WITH MY NOSE.)HEAR WITH? (I HEAR WITH MY EARS.)TASTE/EAT/TALK WITH? (I TASTE/EAT/TALK WITH MY MOUTH.)TOUCH/CLAP/WAVE WITH? (I TOUCH/CLAP/WAVE WITH MY HANDS.)WALK/RUN/JUMP WITH? (. . . LEGS/FEET.)KISS WITH? (. . . LIPS.)CHEW WITH? (. . . TEETH.)LICK WITH? (. . . TONGUE.)

PHASE I: (Expressive) SD: "WHAT DO YOU ____?"

REVERSE SD: "WHAT DO YOU DO WITH YOUR ____(body part)?"

GUIDELINES: State SD, and the child should respond by touching the corresponding body part and labeling it(e.g. SD: “What do you see with?” R: The child touches their eyes and says “I see with my eyes.”). Expand tocomplete sentences. Initially, accept "My ___(body part)." After the child has mastered labeling body part byfunction, teach the reverse (i.e. labeling function by body part).

PHASE II: (Reverse SD )

PHASE III: (Generalize SD’s and materials) GUIDELINES: Vary the SD’s used and the materials. For example, point to your nose and say “What do you dowith this?”. The child should respond “I smell with my nose.” Do not stick to this one example, vary thepresentation as much as possible. Vary materials. For example, take a body part from Mr. Potato Head and say,“What does Mr. Potato head use this for?”

PHASE IV: (Receptive) SD: “POINT TO SOMETHING YOU (action) WITH?”

GUIDELINES: State SD, and the child should respond by touching the corresponding body part on themselves

or instructor and label it.

PHASE V: (Generalize SD’s and materials) SD: “GIVE ME SOMETHING YOU (action) WITH?”

“SHOW ME WHAT YOU USE TO (action) WITH?”

“TOUCH WHAT YOU (action) WITH?”

GUIDELINES: Place body parts (in different representations PICTURES, MR. POTATO HEAD PIECES, ANDDOLLS) on the table in front of the child and state SD. The child should retrieve the corresponding body partand label it.For example: SD: “What would I use to smell with?”

R: Child retrieves a picture of a nose and says, “Nose.”REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Physical guidance to retrieve correct item. Verbal model of the correct response.

PROGRAM: RECEPTIVE FUNCTIONS OF OBJECTS

SD 1: “FIND SOMETHING YOU ____(action) WITH?"

-or- “I NEED SOMETHING TO ____ (action) WITH."



-or- “SHOW ME WHAT YOU______(action) WITH?”

-or- “CAN YOU FIND ME SOMETHING YOU ___WITH?”

- or- “I’M LOOKING FOR SOMETHING YOU_______WITH?”

REVERSE:

SD 2: “WHAT DO YOU HAVE?”

-or- “WHAT’S THAT?”

SD 3: “WHAT DO YOU DO WITH IT?”-or- “WHAT’S THAT FOR?”

GUIDELINES: Place the items in a container or on the table in front of her/him. Place severalitems out at a time, and state SD 1 (e.g. “Find me something you sweep with?”). The child shouldscan the items and retrieve the correct item from the group (e.g. Child retrieves broom.).Expressively follow up by stating SD 2, (push for full sentences, e.g. “I have a brush.” or “It’s atoothbrush.”), then state SD 3 (again push for fuller sentences, e.g. “I drink from a cup.”).Next, have the child retrieve the items from the natural environment (e.g. SD1: “Find mesomething you drink from?” R: The child should go to the kitchen, open the cabinet and bringthe instructor a cup.).

DRINK FROM? (. . . CUP.) SWEEP WITH? (. . . BROOM)RIDE? (. . . BIKE.) CUT WITH? (. . . SCISSORS)EAT WITH? ( . . . FORK/SPOON.) CUT FOOD WITH? (. . .KNIFE)WASH WITH? (. . . SOAP.) DIG WITH? (. . . SHOVEL)PLAY WITH? (. . . TOYS.) CLEAN WITH? (. . .VACUUM)DRY ....? (. . . TOWEL.) WIPE NOSE? (. . . TISSUE)READ? ( . . . BOOK.) SLEEP IN? (. . . BED.)BRUSH HAIR . . . ? (. . . HAIRBRUSH.) SIT ON? (. . . CHAIR.)

WRITE WITH? (. . . PEN/PENCIL.)WEAR? (. . . CLOTHES.) BRUSH TEETH. . . ? (. . . TOOTHBRUSH.)WIPE MOUTH . . . ? (. . . NAPKIN.) COLOR . . .? (. . . CRAYON/MARKERS.)PAINT . . . ? (. . . PAINTBRUSH.) TALK ON? (. . . PHONE.)THROW? (. . . BALL.)

REINFORCEMENT: Verbal praise and 1 token for each correct response. ___ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Provide a physical or gestural prompt to retrieve the correct item.Provide a verbal model of the correct response.

PROGRAM: FUNCTIONS OF OBJECTS

DRINK FROM? (. . . CUP.) SLEEP IN? (. . . BED.) WIPE MOUTH . . . ? (. . . NAPKIN.)BRUSH TEETH.? (. . . TOOTHBRUSH.) THROW?(. . . BALL.) COLOR….? (. . . CRAYON/MARKERS.)TALK ON? (. . . PHONE.) SIT ON? (. . . CHAIR.) RIDE? (. . . BIKE.)



PAINT . . . ? (. . . PAINTBRUSH.) SWEEP WITH? (. . . BROOM) CUT WITH? (. . . SCISSORS)CUT FOOD WITH? (. . . KNIFE) DIG WITH? (. . . SHOVEL) CLEAN WITH? (. . . VACUUM)EAT WITH? ( . . . FORK/SPOON.) WASH WITH? (. . . SOAP.) PLAY WITH? (. . . TOYS.)BRUSH HAIR . . (. . . HAIRBRUSH.) DRY ....? (. . . TOWEL.) WIPE NOSE? (. . . TISSUE.)READ? ( . . .BOOK.) WRITE WITH? ( . . . PEN/PENCIL.)WEAR? (. . . CLOTHES.) TELL TIME WITH? (CLOCK, WATCH)

PHASE I: (Expressive) SD: "WHAT DO YOU ____(action) WITH?"

-or- "TELL ME SOMETHING YOU ____ (action) WITH."GUIDELINES: Place target items out on the table in front of the child and state SD. The child should pick up the corresponding item from the group, and state the object's label. Push for complete sentences (e.g. Pick up acup and say "Cup.").

PHASE II: (Reverse SD)

SD: "WHAT DO YOU DO WITH A ____(label)?"

-or- "WHAT IS A ___(label) FOR?"

GUIDELINES: Place the items out on the table in front of the child and state SD (e.g. "What do you do with afork?"). The child should respond with the correct function (e.g. "Eat.").

PHASE III: (Generalize SD’s) SD : “WHAT DO YOU DO WITH THIS?”

-or- “WHAT’S THAT FOR?”

-or- “WHAT DO YOU DO WITH THIS?”

GUIDELINES: Point to, or hold up and item and state SD. The child should state the function of the item.

PHASE IV: (Receptive)

SD: “GET ME SOMETHING TO____(action) WITH?"

-or- “I NEED SOMETHING TO ____ (action) WITH."

-or- “SHOW ME WHAT YOU______(action) WITH?”

-or- “CAN YOU FIND ME SOMETHING YOU _______WITH?”

-or- “I’M LOOKING FOR SOMETHING TO_______WITH?”GUIDELINES: Place the items in a container or on the table in front of her/him. Place several items out at atime, and state SD 1 (e.g. “Find me something you sweep with?”). The child should scan the items and retrieve thecorrect item from the group and state the label (e.g. Child retrieves broom and says, “Broom.” Or “Here’s abroom.”).

PHASE V: (Generalize SD’s, materials and environments)

GUIDELINES: Have the child retrieve the items from the natural environment (e.g. SD1: “Can you get mesomething to drink from?” R: The child should go to the kitchen, open the cabinet and bring the instructor a cup.).

REINFORCEMENT: Verbal praise and 1 token for each correct response. ___ tokens = tangible reinforcer of

her/his choice.ERROR CORRECTION: Provide verbal model of correct response. Provide physical guidance to retrieve correctitem.

PROGRAM: FUNCTIILE OBIECTELORCU CE BEI? (….CANA) UNDE DORMI? (…. IN PAT)CU CE TE SPELI CU CE TE STERGI LA GURA? (. . . SERVETELUL.)

PE DINTI?” (. . . PERIUTA DE SINTI.) CE ARUNCI? (. . . MINGEA.) CU CE COLOREZI? (.CREIONUL/CARIOCA).LA CE VORBESTI (. . . TELEFON.) PE CE STAI? (. . . SCAUN) PE CE MERGI? (. . . BICICLETA.)CU CE PICTEZI ? (. . . PENSONUL.) CU CE MATURI? (. . .MATURA) CU CE TAI? (. . . FOARFECI)CU CE TAI MANCARE? (. . . CUTITUL) CU CE SAPI? (. . . LOPATA) CU CE ASPIRI? (. . . ASPIRATOR)CU CE MANANCI? ( . . . FURCULITA/LINGURA.) CU CE TE SPELI? (. . . SAPUN.) CU CE TE JOCI? (. . . JUCARII.)



CU CE TE PIEPTENI . (. . . . PIEPTENELE/PERIA) CU CE TE STERGI ?(. . . PROSOPUL) CU CE STERGI NASUL? (. . . SERVETEL.)CE CITESTI ( . . .CARTEA) CU CE SCRII? ( . . . CREIONUL/PIXUL).)CU CE TE IMBRACI? (. . . HAINE.) CUM SPUI TIMPUL? (… CEASUL))

FAZA I: (Expresiv)) SD: "CU CE ____(actiune)?"

-sau- "SPUNE-MI UN OBIECT CU CARE ____ (actiune)."

INDRUMARI: Instructorul trebuie sa puna diferite obiecte pe masa in fata copilului si sa spuna SD. Copilul

trebuie sa ridice/ sa ia in mana obiectul corespunzator, si sa numeasca obiectul. Instructorul trebuie sa insistepentru propozitii complete (ex. Copilul ridica lingura si spune “Lingura.”)

FAZA II: (Inversarea SD-ului)

SD: "CE FACI CU/IN ____(obiect)?"

-sau- "CUM/ LA CE FOLOSESTI UN/O___(obiect)?"

INDRUMARI: Instructorul trebuie sa puna diferite obiecte pe masa in fata copilului si sa spuna SD (ex. “Ce facicu furculita?”) Copilul trebuie sa raspunda numind functia corecta a obiectului respective (ex. Mananc.”)

FAZA III: (Generalizarea SD-ului))

SD : “CE FACI CU ASTA?”

-sau- “PENTRU CE ESTE ASTA?”INDRUMARI: Instructorul trebuie sa arate, sau sa tina sus, la vederea copilului un obiect si sa spuna SD.

Copilul trebuie sa numeasca functia obiectului respectiv.

FAZA IV: (Receptiv)

SD: “DA-MI CEVA CU CARE ___(actiune)?"

-sau- “AM NEVOIE DE CEVA CU CARE SA ____ (actiune)."

-sau- “ARATA-MI CEVA CU CAREA______(actiune)?”

-sau- “POTI SA GASESTI CEVA CU CARE _______(actiune)?”

-sau- “IMI TREBUIE CEVA CU CARE SA_______(actiune)?”

INDRUMARI: Instructorul trebuie sa puna diferite obiecte intr-o cutie pe masa, in fata copilului. Apoi

instructorul scoate doar cateva obiecte din cutie, le pune in fata copilului, si spune SD 1 (ex. “Da-mi cevacu care maturi.”). Copilul trebuie sa se uite la toate obiectele, sa-I dea instructorului obiectul corect si sa

numeasca obiectul (ex. Copilul ii da matura instructorului si spune, “Matura” Sau “Iata matura.”)

FAZA V: (Generalizare pentru diferite SD-uri, materiale si medii/situatii)

INDRUMARI: Copilul trebuie sa aduca obiectul din mediul sau natural (ex. SD1: “Am nevoie de ceva cu care

sa beau” R: Copilul trebuie sa se duca la bucatarie, sa deschida dulapul si sa-i aduca instructorului un

pahar.)

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentru fiecare raspuns

corect.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al raspunsului corect. Deasemeneainstructorul trebuie sa ofere ajutor fizic in cazul in care copilul are nevoie de ajutor ca sa aduca obiectul.

PROGRAM: RECEPTIVE FUNCTIONS OF ROOMS

SD 1: “GO TO THE ROOM YOU (action) IN.”

-or- “SHOW ME WHERE YOU (action).”

SD 2: “WHERE ARE WE?”



SD 3: “WHAT DO YOU DO IN THE (room)?”

-or- “WHAT DO YOU/WE DO IN HERE?”

-or- “WHAT’S THIS ROOM FOR?”

GUIDELINES: Upon hearing SD 1 (e.g. “Go to the room you watch TV in.”) the child should walkto the corresponding room (e.g. the living room). Give verbal reinforcement and state SD 2 (e.g.“Where are we?”) the child should respond by labeling the room, (e.g. “In the den” or “We are inthe living room”). Give verbal reinforcement and state SD 3 (e.g. “What do we do in the livingroom?”). The child should state the function of the room, (e.g. “I watch TV in the living room.”).Intermix SD2 and SD3.

KITCHEN -------- COOK, EAT BEDROOM --------SLEEP, HOMEWORK, PLAYBATHROOM ------ TAKE A BATH, BRUSH TEETH, GO TO THE POTTYLIVING ROOM --- WATCH TV, PLAYDINING ROOM --- EAT PLAYROOM -------PLAY WITH TOYS

REINFORCEMENT: Verbal praise and one token for each correct response. 10 tokens =tangible reinforcer of the child’s choice.

ERROR CORRECTION: Physically guide the child to the correct room or hand the child apicture of the correct room. To prompt for SD1, state SD 3 (e.g. “What room do we eat in?”),the child should respond with the correct room (e.g. “I eat in the kitchen.” Give verbal praiseand restate SD 1, “e.g. Good for you! Show me the room you eat in.”). Provide a verbal model ofthe correct response.

PROGRAM: GRAPHO-MOTOR

SD: "DRAW A_____."

-or- "WRITE ____."

GUIDELINES: The child should be seated at the table with the instructor standing behindthe child. Place a piece of paper and a pencil on the table in front of the child. Prompt the



child to pick up the pencil with the correct grip. State the SD. The child should write thecorrect item. Break down items to simple steps or have the child trace the item for an entirepage and slowly fade the prompt. Initially, it is correct if s/he writes past the line. ONCE THEITEM IS IN RANDOM the child SHOULD USE LINED PAPER AND DRAW WITHIN THELINES.

Vertical line CircleHorizontal line Diagonal line (\ and /)Plus signStraight line letters ( H, L, X, Z, T, F, E, N, M, V, I, W, Y, A, K, V)Curved letters (U, C, D, J, P, Q, S, B, G, R)Lowercase lettersNumbers ShapesSmile face FlowerCar HousePerson Rainbow

ERROR CORRECTION: Manually guide the child’s hand to make the correct lines.

REINFORCEMENT: Verbal praise + one token for each correct response. ____ tokens =tangible reinforcer of the child’s choice.



PROGRAM: MOTOR FIN – DESENAT SI SCRIS

SD: "DESENEAZA_____."

-or- "WRITE ____."

GUIDELINES: The child should be seated at the table with the instructor standing behindthe child. Place a piece of paper and a pencil on the table in front of the child. Prompt thechild to pick up the pencil with the correct grip. State the SD. The child should write thecorrect item. Break down items to simple steps or have the child trace the item for an entirepage and slowly fade the prompt. Initially, it is correct if s/he writes past the line. ONCE THEITEM IS IN RANDOM the child SHOULD USE LINED PAPER AND DRAW WITHIN THELINES.

Vertical line CircleHorizontal line Diagonal line (\ and /)Plus signStraight line letters ( H, L, X, Z, T, F, E, N, M, V, I, W, Y, A, K, V)Curved letters (U, C, D, J, P, Q, S, B, G, R)Lowercase lettersNumbers ShapesSmile face FlowerCar HousePerson Rainbow

ERROR CORRECTION: Manually guide the child’s hand to make the correct lines.

REINFORCEMENT: Verbal praise + one token for each correct response. ____ tokens =

tangible reinforcer of the child’s choice.

PROGRAM: GRAPHO-MOTOR



SD: “DRAW THIS.”

-or- “DRAW A/AN (letter, shape).”

GUIDELINES: The child should be seated at the table with the instructor standing behind

the child. Place the notebook in front of The child, prompt him/her to take pencil out fromhis/her pencil box and hold the pencil with THE CORRECT AND TIGHT GRIP (only one fingershould be on the top of the pencil) and place his left hand flat on the notebook. When presentedwith the SD, The child should draw the item requested. Have The child WRITE IN THELINES. If The child is having trouble imitating the letter or shape, use dots as cues. Shadowthe child as s/he connects the dots in the bottom square. Repeat the sequence 10 times.

**Criteria, 90-100% for one data point.

STEPS:

1. With dots as cues.2. Without dots.3. Add to random.

Vertical line CircleHorizontal line Diagonal line (\ and /)Plus signStraight line letters ( H, L, X, Z, T, F, E, N, M, V, I, W, Y, A, K, V)Curved letters (U, C, D, J, P, Q, S, B, G, R)Numbers ShapesSmile face FlowerCar HousePerson Rainbow

REINFORCEMENT: Verbal praise, tickles, and/or primary reinforcer after each independenttrial.

ERROR CORRECTION: Manually guide the child’s hand to make the correct linesProvide the child with a grip for his/her pencil if s/he is having difficulty holding the pencilcorrectly.

PROGRAM: MOTOR FIN – DESENAT SI SCRIS

SD: “DESENEAZA ASTA”

-sau-“DESENEAZA UN/O (litera, forma).”



INDRUMARI: Copilul trebuie sa stea la masa, iar instructorul trebuie sa stea in spatelecopilului. Instructorul pune un caiet in fata copilului si prompteaza copilul sa ia un creion dinpenar si sa tina creionul CORECT IN MANA (doar un singur deget trebuie sa fie deasupra

creionului). Deasemenea instructorul prompteaza copilul sa puna mana stanga pe caiet. Cand i sespune SD-ul, copilul trebuie sa deseneze ceea ce i s-a cerut. Folositi HARTIE LINIATA (pentruinceput folositi spatii foarte mari, de 2 cm). In cazul in care copilul prezinta dificultati laimitarea literelor sau formelor, folositi puncte pentru a-l prompta. Instructorul trebuie sa ofereajutor fizic din spate. Repetati aceeasi secventa de 10 ori.**Criteriul pentru trecerea in random este de 90-100% intr-o zi.

PASI:

1. Foloseste puncte ca prompt.2. Fara puncte.3. Trece in random.

Linie verticala CercLinie orizontala Linie diagonala (\ si /)Semnul plusLitere care contin numai linii drepte ( H, L, X, Z, T, F, E, N, M, V, I, W, Y, A, K, V)Litere care contin linii curbe (U, C, D, J, P, Q, S, B, G, R)Numere FormeFata zambitoare FloareMasina CasaPersoana Curcubeu

RECOMPENSA: Recompensa verbala si/sau recompensa primara pentru fiecare incercareindependenta..

CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic mana copilului ca sa desenezecorect liniile. Tineti mana strans peste mana cu care copilul tine creionul in cazul in care acesta

prezinta dificultati cu tinerea corecta a creionului.PROGRAM: GRAPHO-MOTOR

SD: WRITE AN/A_____

GUIDELINES: The child should be seated at the table with the instructor standing behind



the child. Place the notebook/paper in front of the child, prompt him/her to pick up his/herpencil with THE CORRECT AND TIGHT GRIP (only one finger should be on the top of thepencil) and place his left hand flat on the notebook. When presented with the SD, The childshould draw the item requested. Have The child WRITE IN THE LINES.

1. UPPER CASE LETTERS

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

2. LOWER CASE LETTERS

a b c d e f g h I j k l m n o p q r s t u v w x y z

3. NUMBERS1-100



PROGRAM: MOTOR FIN - SCRIS

SD: “ SCRIE/UN _____ .”

INDRUMARI: Copilul trebuie sa stea la masa cu instructorul in spatele lui. Instructorul puneun caiet/hartie in fata copilului, il prompteaza pe copil sa apuce creionul in MOD CORECT (doarun singur deget trebuie sa fie deasupra crieonului), si ii pune mana cu care nu scrie pe caiet.Cand instructorul spune SD, copilul trebuie sa scrie ceea ce i s-a cerut. Folositi HARTIELINIATA.

LITERE MARI

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

LITERE MICI

a b c d e f g h i j k l m n o p q r s t u v w x y z

NUMERE1-100



PROGRAM: DRAWING

SD: “MAKE A ____.”

-or- “DRAW A/AN ________.”

GUIDELINES: The child should be seated at the table with the instructor standing behindthe child. Place the paper in front of the child and state SD. The child should draw the itemstated. Prompt the child by sitting next to him/her and modeling each step of the drawing.

Smile face FlowerCar HousePerson RainbowClown animalsPeople trees

REINFORCEMENT: Verbal praise + token after each independent trial.

ERROR CORRECTION: See Directions in guidelines.



PROGRAM: SENSIBLE PENCIL

SD: “DO YOUR WORKSHEETS”

GUIDELINES: Place a pencil and a worksheet from the Sensible pencil Curriculum in front ofthe child. He should independently complete the worksheet. Guidance should come from theworksheet NOT from the instructor. The child should follow the correct sequence of thewriting pattern and cue into the prompts provided, (e.g. start writing at the pencil cue forindependent trials). Run 5-10 sheets for each item in isolation. Make sure to run random(previously mastered pages) to ensure that the child does not replace old instructional cues withthe new ones.

REINFORCEMENT: Edible reinforcer from behind and tangible reinforcer of his/her choicewhen all worksheets are completed.

ERROR CORRECTION: Physically (hand over hand) guide the child’s hand to draw the correctitem.



PROGRAM: HANDWRITING WITHOUT TEARS

SD: “DO YOUR WRITING.”

GUIDELINES: Place a pencil and a worksheet from the Handwriting Without Tears curriculumin front of the child. He should independently complete the worksheet. This program improvespenmanship while teaching the child to write. Teach the child to initially follow the lines of theboxes provided. Then one the boxes are faded the child should be writing in the lines.Guidance should come from the worksheet NOT from the instructor. If the child makes amistake or his/her writing is “sloppy” have the child ERASE it and do it over.

REINFORCEMENT: Edible reinforcer from behind and tangible reinforcer of his/her choicewhen all worksheets are completed.

ERROR CORRECTION: Physically (hand over hand) guide the child’s hand to draw the correctitem.

PROGRAM: MATH



1. Student can rote count to 50.2. Student can rote count to 100.3. Student can count any amount of objects given to them up to 25.4. Student can count out objects from a larger set.5. Student can name numbers 0-100.6. Student can match number with same amount of objects.

7. Student can add items to specified quantity.8. Student can receptively identify "more"9. Student can receptively identify "less"10. Student can expressively identify "More"11. Student can expressively identify "More"18. Student will count by 2’s.12. Student will count by 5’s.13. Student will count by 10’s.14. Student will count by 20’s.

PROGRAM: MATEMATICA

1. Copilul numara pana la 50.2. Copilul numara pana la 100.3. Copilul numara corect orice numar de obiecte atunci cand i se da sa numere un grup de pana la



25 de obiecte.4. Copilul numara corect obiecte atunci cand i se da sa numere un grup mai mare de 25 deobiecte.5. Copilul numeste numerele de la 0 la 100.6. Copilul imperecheaza numere cu grupe de obiecte.7. Copilul adauga un numar specificat de obiecte la un grup de obiecte.

8. Copilul identifica receptiv conceptul de “mai mult.”9. Copilul identifica receptiv conceptul de “mai putin.”10. Copilul identifica expresiv conceptul de “mai mult.”11. Copilul identifica expresiv conceptul de “mai putin.”12. Copilul numara din 2 in 2.13. Copilul numara din 5 in 5.14. Copilul numara din 10 in 10.15. Copilul numara din 20 in 20.

PROGRAM: MATH –ADDITION

SD: "WHAT IS ___ + ___?"

GUIDELINES: Present the child with math flash cards. Originally have the child read themath problem (“One plus two = three”). Once the child is fluent with a set of cards he/she can



respond with simply the answer. Start with a few cards and add as the child masters a set.The object is for the child to provide the answer to the addition problem at a very rapid pace.

0 + ____

1 + ____ 5 + ____ 9+ ____

2 + ____ 6+ ____ 10 + ____

3 + ____ 7 + ____ 4 + ____ 8 + ____

ERROR CORRECTION: Provide the child with the correct response.

PROGRAM: RECEPTIVE NUMBER IDENTIFICATION

SD: “GIVE ME ____ (number).”

GUIDELINES: Place number cards on table in front of the child. State the SD (e.g. “Point tothree.”). The child should pick up and hand the instructor the correct number card. .(e.g. The



child points to the number three.). Expressively follow-up by holding up the number card andstating the SD: “ WHAT NUMBER?” The child should correctly label the number (“three.”).

0 11-15 27-30 41-50 71-801-5 16-20 31-36 51-60 81-90

6-10 21-26 36-40 61-70 91-100

REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child’s hand to point at the correct number.Provide a verbal model of the correct number label.



PROGRAM: IDENTIFICAREA RECEPTIVA A NUMERELOR

SD: “DA-MI ____ (numar).”

INDRUMARI: Instructorul pune cartonase cu numere pe masa, in fata copilului si spune SD(ex. “Da-mi/Arata spre trei.”) Copilul trebuie sa-i arate sau sa-i dea instructorului cartonasul cunumarul corect (ex. “Copilul arata sau ii da instructorului cartonasul cu numarul trei.”) Adaugaticomponenta expresiva a programului: tineti un cartonas in mana, la vederea copilulu,i si spunetiSD, “CE NUMAR/ESTE?” Copilul trebuie sa identifice corect numarul (ex. “Trei”.

0 11-15 27-30 41-50 71-801-5 16-20 31-36 51-60 81-906-10 21-26 36-40 61-70 91-100


CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic mana copilului pentru a-l ajuta saarate sau sa dea numarul corect. Deasemenea, instructorul trebuie sa ofere un model verbal aldenumirii corecte a numarului.



PROGRAM: EXPRESSIVE NUMBER IDENTIFICATION

SD: "WHAT NUMBER?"

GUIDELINES: Present a number, and state SD (e.g. Hold up a three and say, “Whatnumber?”). The child should respond by labeling the number correctly (e.g. “Three.”).

0 11-15 27-30 41-50 71-801-5 16-20 31-36 51-60 81-906-10 21-26 36-40 61-70 91-100

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer (i.e. food,drink, or toy) of her/his choice.

ERROR CORRECTION: Provide a verbal model of the correct number label.If the child consistently errs on a particular number, re-teach the number receptively (SD:"Point to ___(number).") and follow-up expressively (SD: “What number?”). Next teach thenumber with an unknown distracter, then mix it in random, and last practice it with the randomexpressive.If two numbers are confused, pull them out of Random, and practice them against each other,then replace in random.



PROGRAM: IDENTIFICAREA EXPRESIVA A NUMERELOR

SD: "CE NUMAR (ESTE/ASTA)?"

INDRUMARI: Instructorul trebuie sa prezinte copilului un numar, si sa spuna SD (ex.instructorul tine in mana, la vedere numarul trei, si spune, “Ce numar?”). Copilul trebuie sanumeasca corect numarul (ex.”Trei”).

0 11-15 27-30 41-50 71-801-5 16-20 31-36 51-60 81-906-10 21-26 36-40 61-70 91-100

RECOMPENSA: Recompensa verbala si recompensa tangibila (ex. mancare sau jucarii) laalegerea copilului.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii corecte anumarului. In cazul in care copilul greseste in mod constant acelasi numar, copilul trebuie sa re-invete sa identifice receptiv acel numar (SD: “Arata spre ___ (numar).”) si apoi sa revina laidentificarea expresiva a numarului (SD: “Ce numar?”). Apoi copilul trebuie sa invete numarul inprezenta unui distractor necunoscut, si la urma adugati numarul nou invatat in random.In cazul in care copilul confunda doua numere, scoateti-le din random, si exersati-le impreuna inizolatie.

PROGRAM: MATCHES NUMBER TO QUANTITY

(independent)

SD: “MATCH.”

-or- “MATCH THE NUMBERS TO THE GROUP.”



GUIDELINES: Place ______groups of objects, or pictures of objects on the table in frontof the child. Hand the child a pile of number cards corresponding with the groups of objects infront of the child, and state the SD. The child should pick the top number card and place it infront of the group with the corresponding number of objects. The child should independently

take the next number card from the pile and continue to match until there are no more cardsleft. When the child has matched all of the cards, expressively follow-up with the SD: “HOWMANY _____ (object label)?” The child should correctly label the number of items in thegroup. Vary groups of items each trail.Each step must maintain 80% accuracy in Random.

** Criteria for each step is 90% over 2 consecutive data points.

1. 3 - 5 groups of items2. 6 - 8 groups of items3. 9 - 11 groups of items4. 12 - 16 groups of items5. 17 - 20 groups of items.

NUMBERS:1-30

REINFORCEMENT: Verbal praise and one token for each correct response. _____tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Physically guide the child’s hand to match the number to thecorresponding group. Provide a verbal model of the correct number label.

PROGRAM: IMPERECHEAZA UN NUMAR CU UN GRUP DE OBIECTE

(independent)

SD: “GASESTE PERECHEA.”

INDRUMARI: Instructorul pune grupuri de obiecte, sau imagini cu obiecte pe masa, in fata



copilului. Apoi ii da copilului un grup de cartonase cu numere care corespund cu numarul deobiecte din fiecare grup aflat in fata copilului, si spune SD. Copilul trebuie sa ia cartonasele inordinea in care ii sunt inmanate si sa le imperecheze cu grupurile corespunzatoare de obiecte.Copilul trebuie sa ia independent (fara ajutor) urmatorul cartonas din grupul de cartonase care is-a dat si sa continue sa imperecheze numerele cu grupele de obiecte pana cand a terminat deimperecheat toate cartonasele. In momentul in care copilul a terminat, instructorul adauga

componenta expresiva a programului, folosind SD-ul: “CATE ____(obiecte)?” Copilul trebuie saidentifice expresiv numarul de obiecte din fiecare grup. Variati grupurile pentru fiecareincercare. Scorul la fiecare pas in random nu trebuie sa scada sub 80%.

** Criteriul pentru a trece la urmatorul pas este de 90% in doua puncte de grafic consecutive.

1. 3 - 5 grupuri de obiecte2. 6 - 8 grupuri de obiecte3. 9 - 11 grupuri de obiecte4. 12 - 16 grupuri se obiecte5. 17 - 20 grupuri de obiecte

NUMERE:1-30


CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic mana copilului pentru a duce unnumar la grupul corespunzator de obiecte. Deasemenea, instructorul trebuie sa ofere un modelverbal al numarului corect.PROGRAM: MATCHES NUMBER TO QUANTITY

SD: “MATCH.”

-or- “MATCH THE NUMBERS TO THE GROUP.”

GUIDELINES: Place groups of objects on the table in front of the child. Hand the child anumber card, and state the SD: “MATCH.” The child will place the number card in front of thegroup with the corresponding number of objects. Expressively follow-up with the SD: “HOW



MANY _____ (object label)?” The child should correctly label the number of items in thegroup. Vary groups of items each trail.

**Criteria for each step is 90% for one data point. The group must maintain 80% accuracy in

Random.

STEPS:1. Group in Isolation.2. Group with one distracter.3. Group with two distracters.4. Add group to Random.

NUMBERS:1-20





PROGRAM: IMPERECHEAZA UN NUMAR CU UN GRUP DE OBIECTE

SD: “PERECHEA.”

-sau- “GASESTE PERECHEA.”

INDRUMARI: Instructorul pune grupuri de obiecte in fata copilului. Instructorul ii da copiluluiun cartonas cu un numar si spune SD: “ GASESTE PERECHEA.” Copilul trebuie sa puna cartonasulcu numarul in fata grupului care contine numarul corespunzator de obiecte. Adugati componentaexpresiva a programului folosind SD-ul: “CATE ______(obiecte)?” Copilul trebuie sa indentificeexpresiv numarul corect de obiecte din grupul corespunzator. Variati grupurile de obiectepentru fiecare incercare. **Criteriul pentru a trece la urmatorul pas este de 90% pentru un singur punct de grafic. Scorul

pentru fiecare grup din random nu trebuie sa scada sub 80%.

PASI:1. Grup in izolatie.2. Grup cu un singur distractor.3. Grup cu doi distractori.4. Grupul merge in random.

NUMERE:1-20


CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic mana copilului pentru duce unnumar la grupul corespunzator de obiecte. Deasemenea, instructorul trebuie sa ofere un modelverbal al numarul corect.



PROGRAM: MATCHES NUMBER TO QUANTITY

SD1: “COUNT”

SD2” “MATCH (NUMBER).”

GUIDELINES: Place groups of objects on the table in front of the child and state SD1 “Count.The child should count the items in each group. Hand the child a number card, and state theSD: “MATCH (number).” For example, “Match three.” The child will place the number card infront of the group with the corresponding number of objects. Vary the number of items in thegroup. Vary groups of items each trail.

**Criteria for each step is 90% for one data point. The group must maintain 80% accuracy in

Random.

STEPS:1. Group in Isolation.2. Group with one distracter.3. Group with two distracters.4. Add group to Random.

NUMBERS:1-20





PROGRAM: COUNTING

SD: “HOW MANY?”

GUIDELINES: Place specified number of objects on the table in front of the child and stateSD “How many?” The child should point to and count the items in each group. Vary the objectsused and the position of the items. If the child is having trouble pointing teach the child tomanipulate the objects by moving them into a pile as he/she counts.

NUMBERS:1-20





PROGRAM: CALENDAR

1. ID’S CALENDAR______

2. RECEPTIVELY ID’S MONTH______

3. EXPRESSIVELY ID’S MONTH_______

4. PUT UP MONTH_______

5. DATE: ID’S NUMBER_______

6. PUTS DATE ON CALENDAR________

7. ID’S DAY OF WEEK_______

8. ID’S YEAR

9. WHOLE DATE WITH GESTURAL PROMPTS (“Today is month, number, year.”_

10. WHOLE DATE WITH NO PROMPTS



PROGRAM: SPELLING/WRITING

1. The child will write their first and last name2. The child will write the days of the week3. The child will write the months of the year.

4. The child will write number words 0-100.5. The child will write color words.6. The child will write his/her address.



PROGRAM: CITIT/SCRIS

1. Copilul invata sa-si scrie numele si prenumele.2. Copilul invata sa scrie zilele saptamanii.3. Copilul invata sa scrie lunile anului..

4. Copilul invata sa scrie numerele (cu litere) de la 0 la 100.5. Copilul invata sa scrie culorile..6. Copilul invata sa-si scrie adreasa.

PROGRAM: GLUING



SD: “GLUE.”

GUIDELINES: Place the target items on the table in front of the child and state SD. Thechild should follow the following procedures for each task:

1. The child will open the bottle of glue.2. The child will take the first item to be glued onto the paper, and place it in front of them.3. The child will pick up the bottle of glue, turn it over and squeeze glue onto the target item.4. The child will pick up the item (with glue on it), turn it over and place it on the paper.5. The child will pick up the item (with glue on it), turn it over and place it in the designated

location on the paper.

Steps:1. 5 circles2. 5 different shapes on one paper3. glue shapes to make a picture (following line drawings of shapes)4. glue shapes to make a picture following a model

REINFORCEMENT: Initially reinforce intermittently from behind with primary reinforcers.Reinforce with a tangible item of her/his choice and verbal praise when the task is complete.

ERROR CORRECTION: Manually guide her/his hands from behind (shadow) to glue correctly.

PROGRAM: LIPIT



SD: “LIPESTE.”

INDRUMARI: Instructorul trebuie sa puna obiecte pe masa in fata copilului si sa spuna SD.

Copilul trebuie sa urmeze pasii urmatori pentru fiecare obiect pe care trebuie sa-l lipeasca:

1. Copilul deschide tubul de lipici.2. Copilul ia primul obiect pe care trebuie sa-l lipeasca si-l pune in fata lui.3. Copilul ia tubul de lipici, il intoarce, il strange si pune lipici pe obiectul care trebuie lipit.4. Copilul va lua obiectul cu lipici pe el, il va intoarce si il pune pe hartie, in locul in care

trebuie lipit.

Pasi:1. 5 cercuri.2. 5 forme diferite lipite pe o singura foaie de hartie.3. lipeste forme pentru a crea o imagine (urmeaza un model desenat pe hartie, cu forme

corepunzatoare celor pe care trebuie sa le lipeasca).4. lipeste forme pentru a crea o imagine urmand un model.

RECOMPENSA: Initial, instructorul trebuie sa recompenseze cu recompense primare, laintamplare, stand in spatele copilului. Recompensati cu recompensa verbala si recompensatangibila la alegerea copilului atunci cand intreaga activitate a fost dusa la indeplinire.

CORECTAREA ERORII: Instructorul trebuie sa ghideze fizic mana copilului stand in spateleacestuia, pentru a-l ajuta sa lipeasca in mod corect.

PROGRAM: CUTTING

SD: “CUT.”

GUIDELINES: Give the child an index card with lines drawn on it in thick black marker, andscissors. The child should be seated facing the table. State SD. S/he will pick up the scissorscorrectly and cut along the line. When s/he has completed cutting, the child should place the



paper and scissors on the table.

1. The child will pick up the scissors with the correct grip.2. The child will imitate opening and closing the scissors.3. The child will snip a piece of paper.4. The child will cut ONE VERTICAL LINE [| ].

5. The child will cut ONE HORIZONTAL LINE [-].6. The child will cut TWO VERTICAL LINES[ | | ].7. The child will cut ONE SLANTED LINE [\] OR [/].8. The child will cut TWO SLANTED LINES [^] OR [>].9. The child will cut L-SHAPE [ L] OR [_].10. The child will cut a CURVE [(] OR [ )].11. The child will cut out a CIRCLE.12. The child will cut out a SQUARE.13. The child will cut out a RECTANGLE.14. The child will cut out a TRIANGLE.15. The child will cut out a DIAMOND.16. The child will cut out a STAR.17. The child will cut out a HEART.18. The child will cut out an OVAL.19. The child will cut out OTHER SHAPES AND SIMPLE PICTURES.

REINFORCEMENT: Provide verbal praise and tangible reinforcement following each trial.

ERROR CORRECTION: Shadow her/his hand so that s/he continues to cut along the line.Initially, instructor may want to cut a notch in the index card to cue the child where to begincutting. No verbal instructions!



PROGRAM: COLOR/CUT/PASTE

SD: “COLOR THE PICTURE, THEN CUT IT OUT AND

GLUE IT ON HERE (point to construction paper).”

GUIDELINES: Place all necessary materials on the table in front of the child (crayons,

scissors, glue, paper to color, paper to glue onto). Hand the child the target picture and stateSD (e.g. hand the child a picture of a square and a triangle(to form a house) and say “We aregoing to make a house. Color in the picture then cut it out on glue it on the blue paper.”). Thechild will color in the picture, cut it out and glue them appropriately on the paper (e.g. The childwill color both the square and the triangle, cut each one out and glue the square onto theconstruction paper (toward the bottom) and glue the triangle on top of the square to make ahouse.). It is crucial that the child glues the pictures on appropriately to form the correctpicture of representation of a picture (e.g. a flower should not be glued on in the middle of thepaper, a sun should go on the top etc...). When targeting Step 3 tell the child what you aregoing to make (e.g. “We are going to make a happy face. Cut out the shapes, color them in andthen glue them on the face.”).

Step 1: Large pictureStep 2: Several pictures (e.g. house, flower, clouds)Step 3: Shapes to construct a picture (e.g. make a face: eyes, ears, nose, hair, mouth)

REINFORCEMENT: Edible reinforcer from behind. Verbal praise at completion of task.

ERROR CORRECTION. Provide physical or gestural assistance to guide the child to color, cut

or paste correctly. Step 3, provide a visual model of the picture to be created.



PROGRAM: CUT/PASTE

SD: “CUT THESE OUT AND GLUE THEM IN THE CORRECT

ORDER.”

GUIDELINES: Place the appropriate items (scissors, glue, worksheet) on the table in front of

the child and state the SD. The child should cut out the correct pictures and then glue them inthe boxes in the correct sequential order.

ERROR CORRECTION: Provide a gestural prompt to cue the child into the correct pictures tocut out. Provide a verbal prompt by describing the sequence of event to the child as they locatethe picture and put them in order.

REINFORCEMENT: Verbal praise plus a tangible reinforcer at the completion of eachworksheet.



PROGRAM: COLORING

SD: "COLOR."

GUIDELINES:

1) The child should be seated facing the table with paper and a crayon. Present SD. S/heshould pick up the crayon (with a proper grip) and scribble on the paper.A. Colors for 1 secondB. Colors for 5 secondsC. Colors for 7 secondsD. Colors for 10 seconds

2) The child should be seated facing the table with paper (5 small shapes) and a crayon.Present SD. S/he should pick up the crayon (with a proper grip) and color each shape fromthe top left corner down to the bottom right corner. It is not important at this pointwhether or not s/he stays within the lines. Score only that s/he colors the entire figure.

3) Practice coloring in a single large figure.

4) Colors within boundaries in simple coloring books

5) When the child has mastered coloring in an entire figure, begin teaching her/him touse different colors within a single picture.

REINFORCEMENT: Provide primary reinforcement from behind while the child is engagedin the activity. Verbal praise and tangible reinforcer of her/his choice when s/he has

completed the activity.

ERROR CORRECTION: Manually guide the child's hand to color the entire figure.



PROGRAM FINE MOTOR

SKILL LIST:

1. PLACES OBJECTS IN A FORM BOX2. PLACES PEGS IN A PEG BOARD

3. STACKS BLOCKS4. COMPLETES SINGLE-PIECE INSET PUZZLES5. STRINGS BEADS6. OPEN “ZIPLOCK” TYPE BAG (place reinforcer inside)7. REMOVE LIDS OF JARS8. REPLACE LIDS OF JARS9. REMOVES WRAPPERS10. SCRIBBLES ON PAPER11. USES PINCER GRASP TO PICK UP SMALL ITEMS

PROGRAM: MOTOR FIN



LISTA DE ACTIVITATI:

1. PUNE PIESE INTR-O CUTIE CU FORME2. PUNE CUIE INTR-O TABLITA CU CUIE3. STIVUIESTE CUBURI4. COMPLETEAZA PUZZLE-URI SIMPLE CU PIESE INDIVIDUALE

5. PUNE MARGELE PE SIRET 6. DESCHIDE PUNGI CU FERMOAR ( puneti o recompensa inauntru)2 7. DESCHIDE CAPACUL DE LA UN BORCAN3 8. PUNE CAPAUL LA UN BORCAN4 9. DESFACE DIFERITE AMBALAJE5 10. MAZGALESTE PE HARTIE6 11. FOLOSESTE DOUA DEGETE (degetul mare si cel aratator) PENTRU A RIDICA

OBIECTE FOARTE MICI

PROGRAM: EXPRESSIVE COLOR IDENTIFICATION

BLUE ORANGE GOLD SILVER



PROGRAM: IDENTIFICAREA EXPRESIVA A CULORILOR

ALBASTRU ARGINTIU PROTOCALIU AURIUROSU VERDE ALBASTRU DESCHIS GRI

GALBEN ROZ VERDE DESCHIS MAROALB MOV NEGRU

FAZA I: SD: “CE CULOARE?"

INDRUMARI: Instructorul tine in mana o bucata de hartie colorata si spune SD. Copilultrebuie sa numeasca corect culoarea. FAZA II: SD: "CE CULOARE?"

INDRUMARI: Instructorul trebuie sa arate spre un obiect din mediul inconjurator si sa spunaSD. Copilul trebuie sa numeasca corect culoarea obiectului respectiv. Unii copii prezintadificultati la diferentierea intrebarilor “Ce este asta?” si “Ce culoare?” Adresati dificultatile dediscriminare prin varierea tonului vocii (accentuati cuvintele) sau folositi prompt visual (cuimagini diferite pentru fiecare intrebare). O alta solutie ar fi sa cereti copilului sa imperechezeimagini cu culori la obiectele din mediu cu culoarea respective pentru a-i ajuta la aceasta faza degeneralizare. Odata ce copilul a invatat toate culorile, invatati copilul sa identifice culoriutilizand obiecte din mediul lui inconjurator (ex. Aratati spre un mar si spuneti, “Ce culoare?”Copilul trebuie sa raspunda, “Rosu.”)FAZA III: SD: "ARATA-MI/GASESTE NISTE OBIECTE CARE SUNT …

(CULOAREA)?"

INDRUMARI: Instructorul trebuie sa ceara copilului sa se uite in jurul lui si sa identificeobiecte in functie de culoare. Promptati copilul sa se miste si sa se uite in jurul lui si saidentifice obiecte in functie de culoare (Faza II). Apoi spuneti SD-ul din nou. FAZA IV: SD: "CE CULOARE ESTE ____?”

INDRUMARI: Instructorul trebuie sa ceara copilului sa spuna culoarea unor obiecte comunedin mediul lui inconjurator. Nu trebuie sa prezentati imagini cu culori copilului, decat daca avetinevoie de ele ca si prompt. De exemplu, “Ce culoare este un mar?” Ce culoare estesoarele/cerul/iarba/un bostan?”FAZA V: SD: "SPUNE-MI CATEVA OBIECTE CARE SUNT … (CULOAREA)”

INDRUMARI: Instructorul trebuie sa spuna SD. Copilul trebuie sa numeasca cel putin cinciobiecte care au culoarea corespunzatoare. De exemplu, “Spune-mi cateva obiecte care suntverzi.” Copilul trebuie sa raspunda, “ Iarba, o broasca, frunzele, salata, mazarea, strugurii, etc.”


CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii corecte.

PROGRAM: RECEPTIVE COLOR IDENTIFICATION



BLUE ORANGE GOLD SILVERRED GREEN LT. BLUE GRAYYELLOW PURPLE LT. GREENWHITE PINK BLACK BROWN

PHASE I: SD: "POINT TO (color)?"GUIDELINES: Place solid pieces of colored paper in front of the child and state SD. Thechild should point to the corresponding color. The child should identify the color with 2distracters before a new color is introduced.

PHASE II: SD: "POINT TO (color)?"

GUIDELINES: Place common objects/pictures in front of the child and state SD. The childshould point to the picture/object of the corresponding color. For example, place a frog, goldfish and a pig on the table and state SD (“Point to something that is orange.” The child willrespond by pointing to the goldfish. Provide behavior specific praise (“Your right! The fish isorange!”)

PHASE III: SD: "SHOW ME/FIND SOME THINGS THAT ARE (COLOR)?"

GUIDELINES: Have the child look in the environment and identify items according to color.Prompt the child by going through the environment and identifying items according to color(Phase II). Then restate original SD.


ERROR CORRECTION: Provide a physical/gestural model of the correct response OR removedistracters and slowly add them in to provide the child with errorless learning opportunities.



CALENDAR

1. Sight read days of the week.

2. Sight read months of the year.

3. Sequence the days of the week.

1. Sequence the months of the year.

5. ID’s month7 ID’s day of the week

8 ID’s date

9 ID’s year

10 Says whole date

11 Id’s yesterday, today and tomorrow

12 ID’s Season

13 ID’s weather

14 ID’s appropriate clothing for weather

15 Id’s holidays in each month16 ID’s weekends vs. weekdays

PROGRAM: RECEPTIVE LETTER IDENTIFICATION



SD: “GIVE ME/POINT TO ___ (letter).”

PHASE I:

GUIDELINES: Place letter cards or 3D letters in front of the child. State the SD. The childshould point to the corresponding letter.

1) Uppercase letters A-Z.2) Lowercase letters a-z.

PHASE II:

GUIDELINES: Have the child identify letters in books and utilizing novel materials in thenatural environment.


ERROR CORRECTION: Manually guide the child’s hand to point to the correct letter. Provide averbal model of the correct letter.



PROGRAM: IDENTIFICAREA RECEPTIVA A LITERELOR

SD: “DA-MI/ARATA SPRE _____( litera).”

FAZA I:

INDRUMARI: Instructorul pune cartonase sau litere de plastic in fata copilului si apoi spune

SD. Copilul trebuie sa arate spre litera corespunzatoare.1) Literele mari: A-Z.2) Literele mici: a-z.

FAZA II:

INDRUMARI: Instructorul ii cere copilului sa identifice literele in carti sau folosind materialenoi din mediul natural al copilului.


CORECTAREA ERORII: Instructorul ghideaza fizic mana copilului pentru a arata spre literacorecta. Deasemenea, instructorul ofera un model verbal al literei corecte.

PROGRAM: EXPRESSIVE LETTER ID



SD: "WHAT LETTER?"

PHASE I:

GUIDELINES: Present a letter on a plain index card and state SD. The child should respond

by labeling the letter correctly.

1) Uppercase letters A-Z.2) Lowercase letters a-z.

PHASE II:

GUIDELINES: Have the child label letters in books and utilizing novel materials in the naturalenvironment. You should be able to show the child a word and say “How do you spell_____?”The child will point and label the corresponding letters in the word.

REINFORCEMENT: Verbal praise and token. ___ tokens = tangible reinforcer (i.e. food,drink, or toy) of her/his choice.

ERROR CORRECTION: Provide a verbal model of the correct label. If the child consistentlyerrs on a particular letter, teach it Receptively first (SD: "Point to ___(letter).") with anExpressive follow-up, then with an unknown distracter, then practice it in random(receptive),and last practice it with the Random Expressive.

If two letters are confused, pull them out of Random, and practice them against each other,then replace in random.

PROGRAM: IDENTIFICAREA EXPRESIVA A LITERELOR



SD: "CE LITERA (ESTE/ASTA)?"

FAZA I:

INDRUMARI: Instructorul trebuie sa prezinte copilului o litera in izolatie si sa spuna SD.Copilul trebuie sa numeasca corect litera.

1) Literele mari de la A la Z.2) Literele mici de la a la z.

FAZA II:

INDRUMARI: Copilul trebuie sa identifice litere in carti sau utilizand materiale noi, intr-unmediu nou. Instructorul trebuie sa arate un cuvant (scris pe o bucata de hartie/carton) copiluluisi sa spuna “Cum scrii _____? Copilul trebuie sa arate si sa denumeasca fiecare litera in parte.

RECOMPENSA: Recompensa verbala si recompensa tangibila (ex. mancare sau jucarii) laalegerea copilului.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal corect al litereirespective. In cazul in care copilul greseste aceeasi litera in mod constant, re-invatati copilul saidentifice litera receptiv (SD: “Arata spre ___(litera)”.) si apoi reveniti la identificareaexpresiva a literei. Apoi copilul trebuie sa invete litera in prezenta unui distractor necunoscut,dupa care sa exerseze receptiv acea litera in random, iar la urma sa exerseze litera in randomexpresiv.

PROGRAM: SIGHT READING

SD: "READ." or "WHAT DOES THIS SAY?"

GUIDELINES: Show the child an index card with a target word printed on it, and state the



SD. S/he should be taught 2-3 words in Isolation at a time. Once the words have beenmastered on index cards, begin varying the presentation of the word (e.g. written in all capitalletters or all lower case, written on paper, or in a book, worksheet, or in the environment).Teach name, color words, shape words, number words, months of the year, days of the week,seasons, and direction words.

ERROR CORRECTION: Verbal model of the word.




PROGRAM: WORD/OBJECT MATCHING

SD : “MATCH.”

GUIDELINES: Place target object on the table in front of the child. Hand the child an indexcard with a word on it and sate SD (e.g. Place a car on the table in front of the child and say“Match.”). The child should match the word to the corresponding object, by placing the card infront of the item. Expressively follow –up by holding up the index card and stating SD, “Whatdoes this say?” or “Read.” The child should respond with the correct word.

STEP 1: IsolationSTEP 2: Isolation with 1 distractor.STEP 3: Isolation with 2 distractors.

REINFORCEMENT: Verbal praise + 1 token. ______tokens + tangible reinforcer of the child’schoice.

ERROR CORRECTION: Physically guide the child to place the card with the correct item.Provide a verbal model of the correct response.



PROGRAM: DESCRIBES SEQUENCE OF AN ACTIVITY

SD: “HOW DO YOU….”

GUIDELINES: When presented with the SD and a specific activity, the child will describeall of the steps in the activity.

BRUSH YOUR TEETHGET DRESSEDMAKE A SANDWICHMAKE A CAKEMAKE PIZZATAKE A BATHSET THE TABLEWASH YOUR HANDSGROW A FLOWERBUILD A SNOWMAN

ERROR CORRECTION: Have the child complete the sequence while labeling each action.



PROGRAM: STATES ACTIVITY WHEN DESCRIBED

SD: “WHAT AM I DOING?”

GUIDELINES: When presented with the SD and given a description of an activity, the childwill state the activity. For example, when told, “What am I doing? You go to the sink, turn onthe water, wet your hands, get soap….” The child will say “Washing hands.” Vary the steps ofthe activity.

ERROR CORRECTION: Have the child complete the sequence and then ask “What are youdoing?”



PROGRAM: IDENTIFICA O ACTIVITATE DESCRISA

SD: “CE FAC EU?”

INDRUMARI: Cand copilului i se prezinta SD-ul impreuna cu descrierea unei activitatiacesta trebuie sa identifice activitatea. De exemplu, instructorul spune sau executa pasii uneiactivitati (“ma duc la chiuveta, dau drumul la apa, imi ud mainile, iau sapun …. Etc.”, si spune SD“Ce fac/eu?”) Copilul trebuie sa raspunda “Te speli pe maini.” Variati pasii activitatii de la oincercare la alta.

CORECTAREA ERORII: Copilul trebuie sa execute activitea si apoi sa raspunda la intrebarea“Ce faci?”



PROGRAM: EXPRESSIVE SHAPE IDENTIFICATION

CIRCLE SQUARE HEART TRIANGLE RECTANGLE OVALSTAR DIAMOND MOON

PHASE I: SD: "WHAT SHAPE IS THIS?"

GUIDELINES: Present the child with a shape on a piece of paper or an object and state SD.The child will label the corresponding shape.

PHASE II: SD: "WHAT SHAPE IS A/THIS?"

GUIDELINES: Present the child with an object or a picture of an object and state SD. Thechild should identify the shape of the item presented. For example, present the child with apicture of an egg and state SD. The child should respond “Oval.”

PHASE III: SD: "TELL ME SOME THINGS THAT ARE (shape)."

GUIDELINES: State SD. The child should respond by naming objects that are thecorresponding shape. The child should be able to name at least 5 of each.

REINFORCEMENT: Verbal praise and one token for each correct response. All tokens =tangible reinforcer of her/his choice.

ERROR CORRECTION: Verbal model of the correct label or instructor may want to have thechild practice a few trials of Receptive Shape ID (i.e. "Point to ___(shape.)")



PROGRAM: IDENTIFICAREA EXPRESIVA A FORMELOR

CERC PATRAT INIMATRIUNGHI DREPTUNGHI OVALSTEA ROMB LUNA/SEMILUNA

FAZA I: SD: "CE FORMA ESTE ASTA?"

INDRUMARI: Instructorul trebuie sa prezinte copilului o forma desenata pe o bucata dehartie, sau un obiect care are o anumita forma si sa spuna SD. Copilul trebuie sa numeasca formacorespunzatoare.

FAZA II: SD: "CE FOARMA ESTE UN/O ___(obiect)/ASTA?"

INDRUMARI: Instructorul trebuie sa prezinte copilului un obiect sau o imagine a unui obiect sisa spuna SD. Copilul trebuie sa identifice forma obiectului prezentat. De exemplu, instructorulprezinta copilului o imagine a unui ou si spune SD. Copilul trebuie sa raspunda “Oval.” FAZA III: SD: "SPUNE-MI CATEVA OBIECTE CARE SUNT (forma).

INDRUMARI: Instructorul spune SD. Copilul trebuie sa numeasca obiecte care au formacorespunzatoare. Copilul trebuie sa poata numi cel putin 5 obiecte.

RECOMPENSA: Recompensa verbala si recompensa tangibila pentru fiecare raspuns corect.Recompensa tangibila trebuie sa fie la alegerea copilului.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii corecte aformei, sau poate sa ceara copilului sa exerseze identificarea receptiva a formelor de cateva orisi apoi sa revina la identificarea lor expresiva (ex. “Arata spre ____(forma.)”).



PROGRAM: COMMUNITY HELPERS

RECEPTIVE IDENTIFICATION

SD: “POINT TO ____ (community helper).”

-or- “WHERE IS THE ____(community helper)?”

-or- “FIND THE _____(community helper).”

GUIDELINES: Turn the child so s/he is facing the table. Place the pictures of thecommunity helpers on the table in front of the child, and state the SD: “POINT TO ___ (community helper).” (E.g. “Point to mail carrier.”) The child should point to the correctcommunity helper (e.g. the child points to the picture of the mail carrier). Expressively followup by holding up the target picture and stating the SD: “WHO IS THIS?” (E.g. hold up thepicture of the mail carrier and say “Who is this?”). The child will label the community helper(e.g. “Mail carrier.”).

STEPS:1. Isolation alone.2. Isolation with one unknown distracter.3. Isolation with two unknown distracters.4. Mix Isolation with the Random list, but only score the Isolation.5. Put Isolation into Random.

** Criteria for each step is 90-100% over TWO data pointS.

COMMUNITY HELPERS:

MAIL CARRIER FIRE FIGHTERPOLICE OFFICER DOCTORDENTIST GARBAGE COLLECTORNURSE INSTRUCTORVETERINARIAN PHOTOGRAPHERWAITER/WAITRESS BARBER/STYLIST PLUMBER LIBRARIANBUS DRIVER FARMERSTORE CLERK CUSTODIAN


ERROR CORRECTION: Physically guide the child’s hand to point to the correct communityhelper, and provide a verbal model of the expressive component.PROGRAM: COMMUNITY HELPERS



EXPRESSIVE IDENTIFICATION

SD: “WHO IS THIS?”

GUIDELINES: Hold up the target picture and state the SD: “WHO IS THIS?” (E.g. holdup the picture of the mail carrier and say “Who is this?”). The child will label the communityhelper (e.g. “Mail carrier.”).

COMMUNITY HELPERS:

MAIL CARRIER FIRE FIGHTERPOLICE OFFICER DOCTORDENTIST GARBAGE COLLECTORNURSE INSTRUCTORVETERINARIAN PHOTOGRAPHERWAITER/WAITRESS BARBER/STYLIST PLUMBER LIBRARIANBUS DRIVER FARMERSTORE CLERK CUSTODIAN

REINFORCEMENT: Verbal praise and one token for each correct response. _____ tokens= tangible reinforcer of her/his choice.

ERROR CORRECTION: Provide a verbal model of the expressive label.



PROGRAM: RECEPTIVE FUNCTION OF COMMUNITY

HELPERS

SD: “POINT TO/GIVE ME THE PERSON WHO (function)”

-or- SD: “WHO (function)?”

PHASE I:

GUIDELINES: Place the target community helper on the table in front of the child and state SD (e.g. Place afire fighter on the table and ask “Give me the person who drives a red truck.” OR “Point to the person who putsout fires.”). The child should respond by pointing to the correct community helper. Provide the expressive labelof the community helper for the child (e.g. the child hands you the picture of a fire fighter and says“Firefighter”). Provide behavior specific praise to provide another perfect model and repeated exposure of theinformation (e.g. “That’s right! A fire fighter drives a red truck.”). ONLY TAKE DATA ON THE CHILD’SABILITY TO RECEPTIVELY IDENTIFY THE COMMUNITY HELPER WHEN GIVEN IT’S FUNCTION.

PHASE II: EXPRESSIVE

GUIDELINES: Place target pictures on the table in front of the child and state reverse SD, (e. g. “Whodelivers the mail?”). The child should point to and state the correct community helper (e.g. “The mail carrier.”).

PHASE III: (Generalize SD’s)

GUIDELINES: Present the child with different SD’s and a variety of functions for each community helper (e.g.“Who would you call if you had a temperature?” OR “Who would you call if you had a cavity?” OR “Who would youcall if you broke your tooth?”). the child should respond with the correct community helper.

MAIL CARRIER -- delivers the mail and works in the post officeFIRE FIGHTER -- puts fires out, drives the fire truck, and works in the fire house, drives a red truckPOLICE OFFICER -- directs traffic, puts criminals in jail, drives a police car, and works

in a police stationDOCTOR -- helps people who are hurt or sick, works in a hospitalDENTIST -- cleans your teeth, works in a dentist officeGARBAGE COLLECTOR -- collects garbage, drives a garbage truck, and takes the garbage to the dump

NURSE -- helps people who are sick or hurt, helps the doctor, and works in a hospitalINSTRUCTOR -- teaches children, works in a schoolVETERINARIAN -- takes care of sick animalsPHOTOGRAPHER -- takes pictures and uses a cameraWAITER/WAITRESS -- serves food in a restaurantBARBER/STYLIST -- cuts your hair, works in a barber shop/hair salonPLUMBER -- fixes broken pipesLIBRARIAN --helps you find books and works in the libraryBUS DRIVER -- drives the bus, takes you to schoolFARMER -- feeds the farm animals, grows vegetables, and lives on a farmSTORE CLERK -- takes your money at the grocery store and works in a grocery storeCUSTODIAN -- keeps the school clean and works in a schoolCHEF – cooks food, works in a restaurantTEACHER-see a school, learn from, teaches children

REINFORCEMENT:Verbal praise and one token for each correct response. _____ tokens = tangible reinforcer ofher/his choice.

ERROR CORRECTION: Provide a verbal model of the expressive component.PHASE III: Present the child with pictures of the community helpers to choose from. If They are still unable to

determine the community helper, hold up a picture of the correct community helper .

PROGRAM: DESCRIBES COMMUNITY HELPERS



SD: “TELL ME ABOUT A _____ (community helper.)”

-or- “WHAT DOES A ______ (community helper) DO?”

PHASE I:

GUIDELINES: Hold up a target picture, and ask the SD (e.g. “Tell me about the mail carrier.”). The child shouldrespond by describing the community helper (e.g. “The mail carrier delivers the mail and works in the postoffice.”).

REVERSE SD: “WHO _____ (action or function of community helper)?”

PHASE II:

GUIDELINES: Place target pictures on the table in front of the child and state reverse SD, (e. g. “Who deliversthe mail?”). The child should point to and state the correct community helper (e.g. “The mail carrier.”).

PHASE III: (Generalize SD’s)

GUIDELINES: Present the child with different SD’s and a variety of functions for each community helper (e.g.“Who would you call if you had a temperature?” OR “Who would you call if you had a cavity?” OR “Who would youcall if you broke your tooth?”). the child should respond with the correct community helper.

MAIL CARRIER -- delivers the mail and works in the post officeFIRE FIGHTER -- puts fires out, drives the fire truck, and works in the fire housePOLICE OFFICER -- directs traffic, puts criminals in jail, drives a police car, and works

in a police stationDOCTOR -- helps people who are hurt or sick and works in a hospitalDENTIST -- cleans your teeth and works in a dentist officeGARBAGE COLLECTOR -- collects garbage, drives a garbage truck, and takes the garbage to thedumpNURSE -- helps people who are sick or hurt, helps the doctor, and works in a hospitalINSTRUCTOR -- teaches children and works in a schoolVETERINARIAN -- takes care of sick animals

PHOTOGRAPHER -- takes pictures and uses a cameraWAITER/WAITRESS -- serves food in a restaurantBARBER/STYLIST -- cuts your hair and works in a barber shop/hair salonPLUMBER -- fixes broken pipesLIBRARIAN --helps you find books and works in the libraryBUS DRIVER -- drives the busFARMER -- feeds the farm animals, grows vegetables, and lives on a farmSTORE CLERK -- takes your money at the grocery store and works in a grocery storeCUSTODIAN -- keeps the school clean and works in a school

REINFORCEMENT: Verbal praise and one token for each correct response. _____ tokens = tangible reinforcerof her/his choice.

ERROR CORRECTION: Provide a verbal model of the expressive component.PHASE III: Present the child with pictures of the community helpers to choose from. If They are still unable todetermine the community helper, hold up a picture of the correct community helper,



PROGRAM: FUNCTION OF COMMUNITY HELPERS

SD: “WHO _____ (action or function of community helper)?”

PHASE I:

GUIDELINES: Place target pictures on the table in front of the child and state reverse SD,(e. g. “Who delivers the mail?”). The child should point to and state the correct communityhelper (e.g. “The mail carrier.”).

PHASE II: (Generalize SD’s)

GUIDELINES: Present the child with different SD’s and a variety of functions for eachcommunity helper (e.g. “Who would you call if you had a temperature?” OR “Who would you callif you had a cavity?” OR “Who would you call if you broke your tooth?”). the child shouldrespond with the correct community helper.

MAIL CARRIER -- delivers the mail and works in the post office

FIRE FIGHTER -- puts fires out, drives the fire truck, and works in the fire housePOLICE OFFICER -- directs traffic, puts criminals in jail, drives a police car, and works

in a police stationDOCTOR -- helps people who are hurt or sick and works in a hospitalDENTIST -- cleans your teeth and works in a dentist officeGARBAGE COLLECTOR -- collects garbage, drives a garbage truck, and takes the garbage to thedumpNURSE -- helps people who are sick or hurt, helps the doctor, and works in a hospitalINSTRUCTOR -- teaches children and works in a schoolVETERINARIAN -- takes care of sick animals

PHOTOGRAPHER -- takes pictures and uses a cameraWAITER/WAITRESS -- serves food in a restaurantBARBER/STYLIST -- cuts your hair and works in a barber shop/hair salonPLUMBER -- fixes broken pipesLIBRARIAN --helps you find books and works in the libraryBUS DRIVER -- drives the busFARMER -- feeds the farm animals, grows vegetables, and lives on a farmSTORE CLERK -- takes your money at the grocery store and works in a grocery storeCUSTODIAN -- keeps the school clean and works in a school

REINFORCEMENT: Verbal praise and one token for each correct response. _____ tokens= tangible reinforcer of her/his choice.ERROR CORRECTION: Provide a verbal model of the expressive component.PHASE III: Present the child with pictures of the community helpers to choose from. If Theyare still unable to determine the community helper, hold up a picture of the correct communityhelper,



PROGRAM: DRAWING INFERENCES

SD 1: "WHERE IS THIS?"

SD 2: "HOW DO YOU KNOW?"

GUIDELINES: Present the child with a picture of a scene or place and state SD 2 (e.g. Hold upa picture of a kitchen and say "where is this?"). The child should label the correct scene (e.g."It's a kitchen.). Praise the child and present SD 2, (e.g. How do you know?"). The child shouldrespond by stating the key features which represent that scene (e.g. "Because I see arefrigerator, a stove, a microwave, a table and chairs, cabinets etc..). The child should state atleast 5 characteristics of each scene.

ERROR CORRECTION: Provide a verbal model of the correct response. For SD 2, prompt thechild by pointing to the key features as the child provides the label.

REINFORCEMENT: Verbal praise + i token for each correct response.

PROGRAM : GETS INFORMATION FROM A THIRD PARTY



SD: “ASK ____ (third party name).”

GUIDELINES: Three people are in the area (initially two instructors and the child, thenpractice with two children and one instructor). The instructor will ask the child a questionabout the third person (instructor/child) (e.g. “John, what did Nina eat for lunch?”). The child

should respond “I don’t know.” The instructor will tell the child to ask the third person for theinformation (e.g. “Ask Nina.” or “Ask Nina, ‘What did you have for lunch?’”). The child shouldask the third person for the information (e.g. “Nina, what did you have for lunch?”). Last thechild should report the information to the instructor (e.g. “Megan, Nina had a sandwich forlunch.”).

REINFORCEMENT: Verbal praise, tangible, and/or token for each correct response.

ERROR CORRECTION: Provide a verbal model of the correct response and physically guidethe child to the third person. Provide a written cue card for the child to read the correctquestion statement.

PROGRAM: RECEPTIVE ATTRIBUTES

SD: "POINT TO THE ____ (attribute) ____ (object)."

GUIDELINES: Place two objects/pictures that are the same on the table in front of thechild. The two objects/pictures should be similar except for one obvious attribute difference



(e.g. two balls, one big and one small). The child should be turned facing the table. State SD.The child should point to the correct object. Expressively follow up with SD: "WHAT ISTHIS?" S/he will label the object and the attribute (e.g. "It's a big ball.").

BIG/LITTLE WET/DRYHOT/COLD CLEAN/DIRTY

TALL/SHORT HEAVY/LIGHT EMPTY/FULL HARD/SOFT YOUNG/OLD OLD/NEWLONG/SHORT THICK/THINSMOOTH/ROUGH OPEN/CLOSED


ERROR CORRECTION: Physically guide the child's hand to point to the correct object/picture. Provide a verbal model for the correct label and attribute.



PROGRAM: EXPRESSIVE ATTRIBUTES

SD: "WHAT IS THIS?"

PHASE I:

GUIDELINES: Place two objects/pictures that are the same on the table in front of the

child. The two objects/pictures should be similar except for one obvious attribute difference(e.g. two balls, one big and one small). The child should be turned facing the table. State SD.S/he will label the object and the attribute (e.g. "It's a big ball.").

BIG/LITTLE WET/DRYHOT/COLD CLEAN/DIRTYTALL/SHORT HEAVY/LIGHT EMPTY/FULL HARD/SOFT YOUNG/OLD OLD/NEWLONG/SHORT THICK/THINSMOOTH/ROUGH OPEN/CLOSED

PHASE II: GENERALIZATION

SD: “TELL ME SOME THINGS THAT ARE_____”

GUIDELINES: Present the child with the SD. The child should name a minimum of 5 itemsaccording to the attribute. For example, “Tell me some things that are cold.” The child willrespond, “Ice cream, snow, ice cubes, refrigerator, Alaska.”

PHASE IIA: GENERALIZATION

SD: “A (object) IS SOMETHING THAT IS…….”

GUIDELINES: Present the child with a statement or a situation in which they have to fill inthe attribute. For example, “A brick is …..” The child will respond, “Heavy.” OR “ A featheris….”. The child can respond “Light.” Or “Soft”.

PHASE III: OPPOSITES

SD: “WHAT IS THE OPPOSITE OF (attribute)?”

SD: “If SOMETHING IS NOT (attribute) THAN IT IS (attribute)?”

GUIDELINES: Present the child with the SD “If something is not big then it is….? The childshould respond by giving the opposite attribute (e.g. “Little.”). If the child is having difficulty giving the correct response use visuals (e.g. Place an empty bowland a bowl full of cereal on the table in front of the child and state SD). Fade the visuals to averbal response.

PHASE IV: SYNONYMS:



SD: “WHAT IS ANOTHER WAY OF SAYING THAT SOMETHING IS (attribute).”

SD: ”WHAT IS ANOTHER WORD FOR (attribute).”

REINFORCEMENT: Verbal praise and one token. ___ tokens = tangible reinforcer ofher/his choice.

ERROR CORRECTION: Provide a verbal model for the correct label and attribute.



PROGRAM: IDENTIFICAREA EXPRESIVA A ATRIBUTELOR

SD: "CE ESTE ASTA?"

FAZA I:

INDRUMARI: Instructorul trebuie sa puna doua obiecte sau imagini pe masa, in fata copilului.Cele doua obiecte sau imagini trebuie sa fie la fel (identice), cu exceptia unei diferente evidenteprivind o anumita caracteristica/ atribut (ex. doua mingi, una mare si una mica). Copilul trebuiesa fie intors cu fata spre masa. Instructorul spune SD. Copilul trebuie sa numeasca obiectulimpreuna cu atributul care il caracterizeaza (ex. “Este o minge mare.”)

MARE/MIC UD/USCAT CALD/RECE CURAT/MURDARINALT/SCUND GREU/USORGOL/PLIN TARE/MOALETANAR/BATRAN VECHI/NOULUNG/SCURT GROS/SUBTIREFIN/ASPRU DESCHIS/INCHIS

FAZA II: GENERALIZARE

SD: “SPUNE-MI/DA-MI EXEMPLE DE OBIECTE CARE SUNT ___(atribut).”

INDRUMARI: Instructorul ii spune SD-ul copilului. Copilul trebuie sa numeasca cel putin 5obiecte care sunt caracterizate de atributul respectiv. De exemplu, “Spune-mi catevaobiecte care sunt reci.” Copilul va raspunde, “Inghetata, zapada, gheata, frigiderul, PolulNord.”

FAZA IIA: GENERALIZARE

SD: “UN (obiect) ESTE CEVA CARE ESTE …. (atribut).”

INDRUMARI: Instructorul trebuie sa-i prezinte copilului o propozitie sau o situatie pe careacesta trebuie sa o completeze cu un atribut. De exemplu, “ O caramida este … .” Copilul trebuie

sa raspunda “Grea.” Sau “O pana este … .” Copilul trebuie sa raspunda “Usoara.” Sau “Moale.”

FAZA III: OPUSI

SD: “CARE ESTE OPUSUL LUI … (atribut)?”

SD: “DACA CEVA NU ESTE … (atribut) ATUNCI ESTE … (atribut).”

INDRUMARI: Instructorul ii spune copilului SD: “Daca ceva nu este mare atunci este …?



Copilul trebuie sa raspunda oferind atributul opus (ex. “mic”).In cazul in care aceasta faza prezinta dificultate pentru copil folositi prompt visual ( ex. punetiun castron gol si un castron plin pe masa, in fata copilului si spuneti SD). Treptat, renuntati lapromptul visual.

FAZA IV: SINONIME:

SD: “CARE AR FI UN ALT MOD DE A SPUNE CA UN OBIECT ESTE … (atribut).”SD: ”CARE ESTE UN ALT CUVANT PENTRU … (atribut).”

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului. CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al denumirii obiectului sial atributului care caracterizeaza acel obiect.

PROGRAM: WHAT’S DIFFERENT



SD: “WHAT IS DIFFERENT ON THESE CARDS?”

SD: “DO YOU SEE ANYTHING DIFFERENT IN THESE?”

GOAL: To develop visual discrimination and describe differences.

PHASE I:

GUIDELINES: Present the child with a set of cards. Ask the child to look at the cards andfind what items have changed from one card to another (e.g. “Look at these two cards of thewoman cooking in the kitchen. Do you see anything different in these.” Or “What is differenton these cards.). The child should describe the difference. The child should describe thedifferences using coherent sentences. (e.g. the child should respond “ Here the woman iswearing a hat and here she is not. In this picture the bowl is empty and here it is full oflettuce. Here she is cutting with a big knife and here she is cutting with a small knife.”

***The goal is for the child to DESCRIBE the differences. After or during the activity engagethe child in conversation about the cards to enhance language acquisition (e.g. Where do youthink the lady is?—Kitchen. OR “What is she making?---Salad. OR What do we call a personwho wears that kind of hat?—Chef OR Have the child label the items in the picture.)

PHASE II:

GUIDELINES: Present the child with ONE card from a set. The card should be studied andDISCUSSED. The card is then removed and replaced by the second card of the pair. The childshould identify the differences from memory. If the child has difficulty ask him/her todescribe what is happening in the new card and ask questions to facilitate the correctresponses from the child.

REINFORCEMENT : Verbal Praise.

ERROR CORRECTION: Ask the child to describe what is happening in the new card and askquestions to facilitate the correct responses from the child.

PROGRAM: DESCRIBES OBJECTS WITH ATTRIBUTES

SD: "TELL ME ABOUT THIS."

-or- "TELL ME ABOUT A ____."



GUIDELINES:

1. Hold up a picture or a 3D object, and state SD. The child should describe theobject/picture using specified number of attributes (e.g. "That's a lego, and I build with

it.")

2. State second SD: "Tell me about ___(name an object out of view)." The child shoulddescribe the out of view object according to attribute, function, and/or category(e.g. apple, "It's red, you eat it, and it's a fruit").





PROGRAM: RETRIEVING BY ATTRIBUTE

SD: "GIVE ME SOMETHING ____ (attribute)."

GUIDELINES: Describe an object by its attributes (i.e. color, size, function, category), andthe child should look around the room and retrieve the object. For example, SD: "Give mesomething red." The child looks around and retrieves an APPLE. When s/he gives it to you,s/he should say "Here ___ (name)."


ERROR CORRECTION: Ask the child questions in greater detail until s/he can guess whatthe item is, then help her/him find it. For example, SD: "Give me something yellow that youcan eat." The child looks confused and does not respond. Prompt her/him to ask questionsto obtain more information about the item INSTRUCTOR: "Ask me if it'sa fruit or a vegetable." CHILD: "Is it a fruit?" INSTRUCTOR: "Yes, it's a yellow fruit."CHILD: either retrieves a banana or asks "Where is a banana?" INSTRUCTOR: "In thekitchen." CHILD: Retrieves a banana and hands it to the instructor "Here __(name)."



PROGRAM: RECEPTIVE PREPOSITIONS

PHASE I: WITH PICTURES

SD: "POINT TO THE __(item) ____(preposition)."

GUIDELINES: Place a picture(s) on the table in front of the child and state SD, (e.g. “Point tothe girl IN FRONT of the horse.”). The child should respond by pointing to the correct picture.Expressively follow-up with SD (e.g. Where is the girl?”). The child should respond by statingthe correct location, (e.g. “The girl is in front of the horse.”). Score only the Receptivecomponent.

STEPS:

ISOLATION

1. ISOLATION WITH 1 UNKNOWN DISTRACTOR

2. ISOLATION WITH 2 UNKNOWN DISTRACTORS

IN ON TOPUNDER BEHINDIN FRONT NEXT TOBETWEEN ABOVEBELOW NEARFAR FROM




SD: "PUT THE __(item) ____(preposition)."

or SD: "GO ___(preposition)."

GUIDELINES: Place an item on the table and hand the child a figure. State SD. S/he

should place the figure accordingly. For example, place a school bus on the table, hand the childa horse, and state the SD: "Put the horse IN the school bus." S/he should respond by puttingthe horse in the bus. Expressively follow-up with the SD: "WHERE IS THE HORSE?" Thechild should respond with the preposition "In the school bus." Vary the item and the figurespresented across trials. Score only the Receptive component.OR Place a large basket, box, etc. near the table, and instruct the child to place her/himself in,on, under, etc. the item. For example, SD: "Go UNDER the basket." S/he responds by sittingon the floor and holding the basket over her/his head. Expressively follow-up with SD:"WHERE ARE YOU?" The child should respond, "Under the basket." Score only the Receptivecomponent.


REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens= tangible reinforcer of her/his choice.

ERROR CORRECTION: Manually guide the child’s hand to place the item in the correctposition, and provide a verbal model of the correct Expressive response.




PHASE I: WITH OBJECTS


GUIDELINES: Place an item on the table and hand the child a figure. State SD. S/he should placethe figure accordingly. For example, place a school bus on the table, hand the child a horse, and statethe SD: "Put the horse IN the school bus." S/he should respond by putting the horse in the bus.

Expressively follow-up with the SD: "WHERE IS THE HORSE?" The child should respond with thepreposition "In the school bus." Vary the item and the figures presented across trials. Score only theReceptive component.


PHASE II: SELF IN SPACE

SD: "GO ___(preposition)."

GUIDELINES: Place a large basket, box, etc. near the table, and instruct the child to placeher/himself in, on, under, etc. the item. For example, SD: "Go UNDER the basket." S/he responds bysitting on the floor and holding the basket over her/his head. Expressively follow-up with SD: "WHEREARE YOU?" The child should respond, "Under the basket." Score only the Receptive component.

REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens = tangiblereinforcer of her/his choice.

ERROR CORRECTION: Phase I: Manually guide the child’s hand to place the item in the correctposition, and provide a verbal model of the correct expressive response. Phase II: Physically guide thechild to the correct location. And provide a verbal model of the correct expressive response.



PROGRAM: IDENTIFICAREA RECEPTIVA A PREPOZITIILOR

FAZA I: FOLOSESTE OBIECTE

SD: "PUNE ___(obiect) ___(prepozitie) ___(obiect).”

INDRUMARI: Instructorul pune un obiect pa masa si ii da copilului un obiect diferit. Spune SD.

Copilul trebuie sa puna obiectul sau in locul indicat de instructor. De exemplu, puneti o masina de jucarie pa masa, dati-i copilului un cal de jucarie, si spuneti SD: “Pune calul IN masina.” Copilul

trebuie sa puna calul in masina. Adaugati componenta expresiva a programului folosind SD-ul: “

UNDE ESTE CALUL?” Copilul raspunde folosind prepozitia corespunzatoare: “In masina.” Variati

obiectele folosite de la o incercare la alta. Luati date numai pentru identificarea receptiva a

prepozitiei (nu si pentru componenta expresiva).

IN PE

SUB DUPA

IN FATA IN SPATELE

INTRE LANGADEPARTE DE DEASUPRA

DEDESUPTUL APROAPE

FAZA II: IDENTIFICA PROPRIUL LOC IN SPATIU

SD: "DU-TE ___(prepozitie)."

INDRUMARI: Instructorul pune o cutie/cos aproape de masa copilului, si spune copilului sa se

duca/aseze in, pe, sub cutie/cos. De exemplu, SD: “Du-te SUB cutie.” Copilul trebuie sa se aseze pepodea si sa tina cutia deasupra capului. Adaugati componenta expresiva a programului cu SD-ul: “UNDEESTI TU?” Copilul raspunde, “Sub cutie.” Luati date numai pentru componenta receptiva a programului.

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentru fiecare raspunscorect. CORECTAREA ERORII: Faza I: Ghidati fizic mana copilului sa puna obiectul in pozitia corecta sioferiti model verbal al raspunsului expresiv corect. Faza II: Ghidati fizic copilul spre locatia corecta si

oferiti un model verbal al raspunsului expresiv corect.



PROGRAM: EXPRESSIVE PREPOSITIONS


SD: "WHERE IS THE __(item) ?"

GUIDELINES: Place an item in the environment and State SD. The child should respond with thecorrect location/preposition “In the school bus." Vary the item and the figures presented across trials.



SD: "WHERE IS ___(PERSON))."

GUIDELINES: Place the child or another person in a specific area and state SD. The child shouldrespond by using the target preposition to describe the person’s location.

PHASE II: IN PICTURES

SD: “WHERE IS THE _____?”

GUIDELINES: Present the child with a picture and state SD. The child should respond by using thetarget preposition to describe the location of the object.

REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens = tangiblereinforcer of her/his choice.

ERROR CORRECTION: Phase I: Manually guide the child’s hand to place the item in the correctposition, and provide a verbal model of the correct expressive response. Phase II: Physically guide thechild to the correct location. And provide a verbal model of the correct expressive response.

PROGRAM: IDENTIFICAREA EXPRESIVA A PREPOZITIILOR



FAZA I: FOLOSESTE OBIECTE

SD: "UNDE ESTE ___ (obiect)?"

INDRUMARI: Instructorul pune un obiect in mediul copilului si spune SD. Copilul identifica verbal

locul corect in care se afla obiectul folosind prepozitii (ex. “in masinuta”). Variati obiectele si

imaginile folosite de la o incercare la alta.

IN PE

SUB DUPA

IN FATA IN SPATELE

INTRE LANGA

DEPARTE DE DEASUPRA

DEDESUPTUL APROAPE

FAZA II: IDENTIFICA PROPRIUL LOC IN SPATIU

SD: "UNDE ESTE___(persoana)?"

INDRUMARI: Instructorul ii spune copilului sau unei alte persoane sa stea intr-un anumit loc si apoispune SD. Copilul trebuie sa foloseasca prepozitia corespunzatoare pentru a descrie locatia persoaneirespective.

FAZA II: FOLOSESTE IMAGINI

SD: “UNDE ESTE ______(obiect)?”

IINDRUMARI: Instructolrul ii prezinta copilului o imagine si spune SD. Copilul trebuie sa

folosesca prepozitia tinta (pe care o invata la acel moment) pentru a descrie locatia obiectului.

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului pentru fiecare raspunscorrect.

CORECTAREA ERORII: Faza I: Instructorul ofera un model verbal al raspunsului expresiv corect.Faza II: Instructorul ghideaza fizic copilul in locatia corecta si ofera un model verbal al raspunsuluiexpresiv corect.




SD 1: “WHERE IS (object) ?”

SD 2: “PUT (preposition ).”

GUIDELINES: Place the bus on the table or floor, in front of the child, with the front of the bus facing thechild. Follow the steps listed at each phase. Keep language limited to the exact SD and response stated in thespecific step (e.g. Child should say “On Top.” NOT “On top of box.”). Over exaggerate the prepositions when youpresent the child with the SD (e.g. “Put ON.”). Provide behavior specific praise for each step (e.g. “Good for you

saying, ON TOP.”). Only use items from the specified list below.**Criteria for each phase is 90-100% over two consecutive data points to move to the next phase.

PHASE I: (Matching object to object)

GUIDELINES: Take a pair of items from the specified list. Place one of the objects in the targeted locationand state SD,(e.g. Place one of the blocks in the bus and say, “Where is block?”). The child should respond withthe correct preposition (e.g. “In.”). Give verbal praise and edible. Hand the child the second object from the pairand state SD 2 (e.g. Hand the child the matching block and say, “Put IN.”). The child should put the object in thecorrect location, matching the item to it’s pair (e.g. The child places the second block in the bus next to theoriginal block.). Vary the items you use for each trial.

PHASE II: (Matching object to object with distracter) GUIDELINES: Take a pair of items from the specified list plus one object (not from the list) to use as adistracter (e.g. Take 2 blocks and one ball.). Place one of the objects from the pair in the targeted location, (e.g.Place one of the blocks IN the bus.) the distracter in another location, (e.g. Place the ball IN FRONT of the bus.)and state SD (e.g. “Where is block?”). The child should respond with the correct preposition (e.g. “In.”). Giveverbal praise and edible. Hand the child the matching item and state SD 2 (Hand the child the block and say,“Put IN.”). The child should place the object in the correct location, matching it to it’s pair (e.g. The child takesthe block and places it in the bus, next to the original block.). Vary the objects, distracter and position ofdistracter for each trial

PHASE III: (Placing object in location without visual model)

GUIDELINES: Follow the procedure used in PHASE II, Without a visual model to match the object to it’s pair.For example: Place a block in the bus and a ball next to the bus.SD: “Where is block?”R: “In”SD: “That’s right smart guy! It’s IN. (Instructor takes the block out from

the bus, hands it to the child and sates SD 2) Put IN.”R: The child places the block IN the bus.

REINFORCEMENT: Behavior specific praise and edible for each correct response

ERROR CORRECTION: Verbal model of the correct response. Physical guidance to place object in correct

location.PROGRAM: MULTIPLE QUESTIONS ABOUT AN ITEM

Label SD1: “WHAT IS THIS?”

Attribute SD2: “WHAT COLOR?”

Or “WHAT SHAPE?”

Or “WHAT SOUND?”

Action SD3: “WHAT AM I DOING?”



SD4: “SHOW ME_____.”

Function SD5: “WHAT DO YOU ___ WITH?”

Or “WHAT DO YOU DO WITH A ___?”

Category SD6: “WHAT’S A ___?”

GUIDELINES: Present the item or picture, and state a SD about the item (e.g. SD1: “Whatis this?”). The child should respond to the first SD about the item (e.g. R: “It’s an apple?”).Reinforce or prompt as necessary. Following the same procedure, ask two more SD’s about thesame stimulus (e.g. SD2: “What color?” R: “It’s red.” SR: “Good job!” SD3: “What am Idoing?” R: “Eating apple.” SR: “That’s right!”).Vary the item after each three trials. Score each trial independently, and take note of anySD’s that are problematic for the child.

REINFORCEMENT: Verbal praise and tangible reinforcer of her/his choice when s/he hascompleted the sequence of SD’s.

ERROR CORRECTION: Provide a verbal prompt of the correct response. Present a Receptivetrial of the corresponding SD, then repeat the Expressive trial (e.g. SD: “Point to apple.” R:Child points to the apple. SR: “Good! That’s the apple.” Repeat SD1: “What’s this?” R: “It’s anapple.” SR: “Wow! You’re so smart!”)



PROGRAM: INTREBARI MULTIPLE DEPRE UN OBIECT

Obiect SD1: “CE ESTE ASTA?”

Atribut SD2: “CE CULOARE?”

Sau “CE FORMA?”

Sau “CE SUNET?”Actiune SD3: “CE FAC EU?”

SD4: “ARATA-MI_____(actiune).”

Functie SD5: “CU CE ____(actiune)?”

Sau “CE FACI CU UN/O ____(obiect)?”

Categorie SD6: “CE ESTE UN/O___(obiect)?”

INDRUMARI: Instructorul prezinta copilului un obiect sau o imagine si spune SD-ul despreobiect (ex. SD1 : “Ce este asta?”). Copilul trebuie sa raspunda la primul SD despre obiect (ex.“Este un mar.”). Instructorul recompenseaza sau prompteaza copilul in functie de situatie.Urmand aceeasi procedura, instructorul intreaba inca doua SD-uri despre acelasi obiect (ex. “SD2: “Ce culoare?” R: “ Este rosu.” Recompensa: “Foarte bine!” SD3: “Ce fac eu?” R: “Manacimarul.” Recompensa: “Excelent!”).Variati obiectul dupa fiecare trei incercari. Luati date independent pentru fiecare incercare siluati notite in cazul in care unul dintre SD-uri prezinta dificultati pentru copil.

RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului care seofera cand copilul a terminat de executat intreaga secventa.

CORECTAREA ERORII: Instructorul trebuie sa ofere prompt verbal pentru raspunsul corect.Promptati copilul sa raspunda mai inatai la un SD receptiv si apoi repetati incercarea expresivacorespunzatoare (ex. SD:” Arata spre mar.” R: Copilul arata spre mar. Recompensa: “Bravo!Acesta este un mar!” Instructorul repeta SD1: “Ce este asta?” R: “Este un mar.” Recompensa:

“Bine!”)

PROGRAM: MULTIPLE QUESTIONS ABOUT A SCENE



Place: SD 1: “WHERE IS THIS?”

Person: SD 2: “WHO DO YOU SEE?”

Action: SD 3: “WHAT IS HE/SHE/THEY DOING?”

Function: SD 4: “WHAT DO YOU DO AT THE/A (place)?”

Scene associations: SD 5: “WHAT DO YOU SEE AT THE (place)?”

GUIDELINES: Present a picture to the child and state a SD. Reinforce or prompt asnecessary.Vary the item after each three trials. Score each trial independently, and take note of anySD’s that are problematic for the child.


ERROR CORRECTION: Provide a verbal prompt of the correct response.



PROGRAM: ASKS WHAT QUESTIONS

GUIDELINES:

1. Have 2-3 known pictures on table and 1 unknown. State SD: "WHAT DO YOU SEE?" and



prompt the child to point to each picture from left to right, labeling as s/he goes. When thechild reaches the unknown picture, s/he should pause, look up and ask "WHAT'S THIS?" Praiseher/him and give provide the label.1. Give the child a set of pictures to describe. State the SD: "TELL ME ABOUT

THESE PICTURES." The child should describe each picture (e.g. "This is atrain.") When s/he gets to an unknown picture, s/he must ask someone what the picture

is (e.g. CHILD: "Kristin, what is this?" KRISTIN: "That's a skateboard." CHILD: "Oh, askateboard. Thanks." KRISTIN: "You're welcome.").1. Place an assortment of unknown objects throughout the class, then the school. Objects

should be placed where they would not be ordinarily found. Walk with the child through theclass or school. As the child approaches an unknown object, the child should point to theitem and ask "WHAT'S THAT?" Instructor should answer the question.

ERROR CORRECTION: Provide verbal model of the correct question. Once s/he can sightread WH__ words, instructors can flash an index card with the WH__ word written on it asa cue.




PROGRAM: ASKS WHAT QUESTIONS

GUIDELINES:

1. Have 2-3 known pictures on table and 1 unknown. State SD: "WHAT DO YOU SEE?" and

prompt the child to point to each picture from left to right, labeling as s/he goes. When thechild reaches the unknown picture, s/he should pause, look up and ask "WHAT'S THIS?" Praiseher/him and give provide the label.

2. Give the child a set of pictures to describe. State the SD: "TELL ME ABOUT

THESE PICTURES." The child should label each picture (e.g. "train.") When s/he getsto an unknown picture, s/he must ask someone what the picture is (e.g. CHILD: "Kristin,what is this?" KRISTIN: "ball." CHILD: "Oh, a ball. Thanks." KRISTIN: "You'rewelcome.").

3. Place an assortment of unknown objects throughout the room than the house. Objectsshould be placed where they would not be ordinarily found. Walk with the child through theclass or school. As the child approaches an unknown object, the child should point to the itemand ask "WHAT'S THAT?" Instructor should answer the question.

ERROR CORRECTION: Provide verbal model of the correct question.




PROGRAM: INTREABA “CE?”

INDRUMARI:

1. Instructorul pune pe masa 2-3 imagini cunoscute si una necunoscuta. Instructorul spune SD:

“CE VEZI?” si il prompteaza/ajuta pe copil sa arate spre fiecare imagine de la stanga ladreapta, si sa numeasca, pe rand, obiectele din imagini. Cand copilul ajunge la imagineanecunoscuta, trebuie sa se opreasca, sa se uite la instructor si sa intrebe “CE ESTE ASTA?”Instructorul trebuie sa-i ofere copilului recompensa verbala si sa-i raspunda copilului laintrebare.

2. Instructorul trebuie sa-iarate copilului un set de imagini pentru a le descrie. Apoiinstructorul spune SD: “SPUNE-MI DESPRE/DESCRIE-MI IMAGINILE ASTEA.” Copilultrebuie sa numeasca fiecare imagine (ex. “tren, minge, carte”). Cand copilul ajunge la imagineanecunoscuta, el/ea trebuie sa intrebe ce este/reprezinta imaginea respectiva (ex. Copilul: “Ana, ce este asta?” Ana: “O minge.” Copilul: “Aaa, o minge! Multumesc.” Ana: “Cu placere.”) .

3. Instructorul trebuie sa plaseze un anumit numar de obiecte in camera, si apoi in intreagacasa. Obiectele trebuie puse in locuri in care nu ar fi gasite in mod obisnuit. Instructorultrebuie sa mearga impreuna cu copilul prin camera sau prin casa. Cand copilul intalneste unobiect necunoscut, el/ea trebuie sa arate spre acel obiect si sa intrebe “CE ESTE ASTA?”Instructorul trebuie sa raspunda la intrebare.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al intrebarii corecte.

RECOMPENSA: Recompensa sociala/verbala.

PROGRAM: EXPRESSIVE SCENE IDENTIFICATION

SD: “WHERE IS THIS?”



GUIDELINES: Show the child a picture representing a scene and state SD1 (e.g. “Where isthis?”). The child should label the scene (e.g. “That’s a farm.”). Present photographs, picturesfrom books, and SPARC pictures.

STEPS:1. Isolation - SPARC picture.2. Isolation in different representations.3. Move into random.

**Criteria for each step is 90-100% over 2 consecutive data points.

BEACH SUPERMARKET RESTAURANT PLAYGROUNDBIRTHDAY PARTY PARKFARM CLASSROOMSCHOOL GYMZOO CIRCUSBACKYARD HOSPITALDENTIST’S OFFICE POST OFFICEFIRE STATION BARBER SHOPPOLICE STATION LIVING ROOMBEDROOM BATHROOMKITCHEN TOY STOREDEPARTMENT STORE CLEANERSGAS STATION TRAIN STATIONJUNGLE

REINFORCEMENT: Verbal praise and one token for each correct response.tokens = tangible of the child’s choice.


PROGRAM: ASKS WHO QUESTIONS

GUIDELINES:



PHASE I:

GUIDELINES: Have 2-3 pictures of familiar people on table and 1 unknown person. State SD:

"WHO DO YOU SEE?" and prompt the child to point to each picture from left to right,labeling as s/he goes. When the child reaches the unknown person, s/he should pause, look upand ask "WHO IS THIS?" Praise her/him and give provide the name.

PHASE II:GUIDELINES: Set up situations where the child must ask the person's name (e.g. SD: "Givethis to Susan." R: "Who is Susan?").

PHASE III:

GUIDELINES: Generalize the response to natural situations. For example, have a novel personwalk into the room and say “Wow, look who it is!.” The child should look at you and say, “Who isit?” or “Who’s That?” Generalize the situation and the phrase the child uses.

PHASE IV:

GUIDELINES: Generalize the program by combining it with mastered programs, such as,“Answering yes/no questions” or “I Don’t Know.” For example, Point to a novel person and askthe child “Do you know who that is?” The child should respond, “No. who is it?” Or, you canpoint to a novel person and say, “Who is that.” The child should respond, “I don’t know. Who isit?”





PROGRAM: ASKS WHERE QUESTIONS

SD: "GIVE ME ___."

PHASE I:

GUIDELINES:Have 3-4 items on the table and one hidden. Ask the child to give you 2-3 of the items. S/heshould hand you each of them saying "Here ___(name)." When instructor asks for the hiddenitem, the child should look for the item then ask "WHERE IS ___?" Produce the hidden itemand say "Here it is!"

PHASE II:

GUIDELINES: Next, set up situations in which s/he must find something in a natural environ-ment and must seek help to find it (e.g. "Chris, go to the kitchen and get a fork." When thechild gets to the kitchen, the forks are missing, so he must come back to instructor or asksomeone else "Where is a fork?").

PHASE III:

GUIDELINES: Have the child generalize the response to different situations andenvironments. For example, when no one is home, tell the child that he/she can take a breakand go say “Hi” to Mommy. The child should go look for his/her mother, come back to theinstructor and ask, “Where is Mommy?”





PROGRAM: INTREABA “UNDE”

SD: "DA-MI ___."

FAZA I:

INDRUMARI:Instructorul trebuie sa aiba 3-4 obiecte pe masa si unul ascuns (in camera sau in casa).Instructorul ii cere copilului 2-3 obiecte. Copilul trebuie sa-i dea instructorului fiecare obiect inparte si sa spuna “Tine/Iata ___(obiect).” Cand instructorul ii cere copilului obiectul care esteascuns, copilul trebuie sa sa uite in jur, sa caute obiectul, si apoi sa-l intrebe pe instructor“UNDE ESTE ____?” Instructorul scoate obiectul de unde este ascuns si spune “Este aici!” sau“Iata ___ (obiect).” FAZA II:

INDRUMARI: Apoi, instructorul creeaza situatii in care copilul trebuie sa gaseasca ceva inmediul lui natural si sa ceara ajutor pentru a gasi acel obiect ( ex. “Ionut, du-te la bucatariesi adu o furculita.” Cand copilul ajunge la bucatarie, furculitele nu sunt la locul lor obisnuit, sicopilul trebuie sa se duca inapoi la instructor sau la altcineva si sa intrebe “Unde estefurculita?” sau “Unde sunt furculitele?”).

FAZA III:

INDRUMARI: Copilul trebuie sa generalizeze la diferite situatii si medii. De exemplu, cand nueste nimeni altcineva acasa, instructorul ii spune copilului sa ia o pauza si sa se duca sa vadace face mama. Copilul trebuie sa se duca sa o caute pe mama lui/ei, si cand nu o gaseste pemamalui, trebuie sa se intoarca la instructor si sa intrebe “Unde este mama?”

CORECTAREA ERORII: Instructorul trebuie sa ofere model verbal al intrebarii corecte.Odata ce copilul invata sa citeasca cuvinte ca “unde, cine, cum, cand etc.” instructorul poatesa-i arate o imagine/bucata de hartie, pe care este scris cuvantul “Unde” ca si prompt.


.PROGRAM: ASKS WHY QUESTIONS



SD: "SITUATION.”

GUIDELINES: Present the child with a situation that will provoke the child to ask a “WHY”question. For example, tell the child, “I am so angry right now.” The child will respond by

asking, “Why are you angry?” Or tell the child a story in which they can ask more questionsabout the character or situation. For example, a story about a boy who had to go to thehospital. The child should ask, “Why did they boy have to go to the hospital?” Generalize tonovel environments, situations and people.



PROGRAM: ASKS WHY QUESTIONS

SD: "SITUATION.”

GUIDELINES: Present the child with a situation that will provoke the child to ask a “WHY”

question. For example, tell the child, “I am so angry right now.” The child will respond byasking, “Why are you angry?” Or tell the child a story in which they can ask more questionsabout the character or situation. For example, a story about a boy who had to go to thehospital. The child should ask, “Why did they boy have to go to the hospital?” Generalize tonovel environments, situations and people.



PROGRAM: ASKS HOW QUESTIONS

SD: "SITUATION."

GUIDELINES: Create situations which will elicit the following “How” questions:

HOW do you_____.HOW did you do that?I don’t know HOW.HOW did you get there?How do you know?How are you?How does it taste?

How did you do that so quickly?



PROGRAM: ASKS WHEN QUESTIONS

SD: "SITUATION."

GUIDELINES: Create situations which will elicit the following “WHEN” questions:

WHEN can we go to the ____?WHEN are you coming back?WHEN is Mommy/Daddy coming home?WHEN will we be finished?WHEN can I play with the _____?WHEN can I have the____?WHEN did you go to the____?

WHEN did that happen?

GENERALIZE to natural situations and novel people.

PROGRAM: ANSWERING WH__ QUESTIONS ABOUT A STORY

WHO WHEN



WHERE WHYWHAT

PHASE I:

GUIDELINES: Present a picture of someone performing an action in a specific location (e.g. a

picture of a sibling swinging on the playground). Tell a simple story about the picture(e.g. Once upon a time Sara went to the playground to swing."). Ask the child a Wh___ question about the story (e.g. "Where did Sara go?"). The child should answer each question(e.g. "To the playground.").

PHASE II:

GUIDELINES: Tell a simple one sentence story without a visual, and ask WH___ questionsabout the story. For example, SD: "Tom was crying. Who was crying?" R: "Tom."

PHASE III:

GUIDELINES: Read a page from a simple story book, and ask WH__ questions about what wasread. The child should answer the questions.

PHASE IV:

GUIDELINES: Tell the child a four sentence story (e.g. "Once upon a time a boy named Johnnywent to school. At school he found a ball. He brought the ball home to show his Mommy. Heplayed with the ball after dinner and then he went to bed.") Ask WH__ questions about thestory.



PROGRAM: ANSWERING WH__ QUESTIONS ABOUT A STORY

WHO WHENWHERE WHY



WHAT Read Ioanna a short story and ask her the WH questions above. Ioanna should answer the

corresponding question using relevant information from the story. If Ioanna is not able toanswer the question facilitate a response by asking questions and reviewing informationpresented in the story.


PROGRAM: SUMMARIZE A STORY

SD: “WHAT WAS THAT STORY ABOUT?”

GUIDELINES: Read the child a simple story and state SD. The child should tell themain idea about the story. Encourage the child to vary his/her language and not simple



restate lines from the book. The child should be concise in their response.

PROGRAM: ANSWERING WHY QUESTIONS

GUIDELINES: Take the target pair of picture cards and place the picturewith the “why” question on the table in front of the child. Have the childdescribe what they see (e.g. “I see children wearing warm clothes.” Or “Isee children wearing a hat and a scarf and gloves.”). Then present the childwith the WHY question stated on the back of the card (e.g. “Why are thechildren wearing warm clothes?”). The child should respond with a number



of possibilities (e.g. “They are going to school and it is cold outside.”). Next,place the second card on the table in front of the child and restate thequestion. The child should respond by describing the events in the picturepresented (e.g. “Because it’s snowing.” OR “Because they are going outsideto play in the snow.”.

**Choose the first sets of cards which are most relevant or interesting to the child.

ERROR CORRECTION: Ask the child a variety of questions to assist thechild in formulating the correct response OR provide the child with anexample of an answer but have the child formulate their own response.


PROGRAM: RASPUNDE LA “DE CE?”

INDRUMARI: Instructorul trebuie sa puna doua imagini tinta pe masa si deasemena sapuna o imagine cu intrebarea “de ce” pe masa, in fata copilului. Instructorul trebuie sa-iceara copilului sa descrie ceea ce vede (ex. “Vad copii imbracati cu haine groase.” Sau“Vad copii care poarte caciuli si fulare.”) Apoi instructorul ii prezinta copilului intrebarea“DE CE?” (ex. “De ce copiii poarta haine groase?”). Copilul are un numar de posibilitatipentru a raspunde (ex. “Pentru ca ei se duc la scoala si este frig afara.”) Apoi, instructorulpune a doua imagine pe masa, in fata copilului si spune SD-ul inca o data. Copilul trebuie sadescrie evenimentele din imaginea respectiva (ex. “Pentru ca ninge.” Sau “Pentru ca ei se



duc afara sa se joace cu zapada.”)

**Mai intai folositi setul de imagini care sunt cele mai usoare sau maiinteresante/recompensante pentru copil.

RECOMPENSA: Recompensa sociala/verbala.

CORECTAREA ERORII: Instructorul ii pune copilului intrebari variate pentru a-l ajutasa formuleze raspunsul corect SAU ii ofera copilului un model de raspuns, insa apoi il ajutape copil sa formuleze propriul raspuns.

PROGRAM: MULTIPLE QUESTIONS ABOUT AN ITEM

Label SD1: “WHAT IS THIS?”

Attribute SD2: “WHAT COLOR?”

Or “WHAT SHAPE?”

Or “WHAT SOUND?”

Action SD3: “WHAT AM I DOING?”SD4: “SHOW ME_____.”

Function SD5: “WHAT DO YOU ___ WITH?”

Or “WHAT DO YOU DO WITH A ___?”

Category SD6: “WHAT’S A ___?”

GUIDELINES: Present the item or picture, and state a SD about the item (e.g. SD1: “What



is this?”). The child should respond to the first SD about the item (e.g. R: “It’s an apple?”).Reinforce or prompt as necessary. Following the same procedure, ask two more SD’s about thesame stimulus (e.g. SD2: “What color?” R: “It’s red.” SR: “Good job!” SD3: “What am Idoing?” R: “Eating apple.” SR: “That’s right!”).Vary the item after each three trials. Score each trial independently, and take note of anySD’s that are problematic for the child.

REINFORCEMENT: Verbal praise and tangible reinforcer of her/his choice when s/he hascompleted the sequence of SD’s.

ERROR CORRECTION: Provide a verbal prompt of the correct response. Present a Receptivetrial of the corresponding SD, then repeat the Expressive trial (e.g. SD: “Point to apple.” R:Child points to the apple. SR: “Good! That’s the apple.” Repeat SD1: “What’s this?” R: “It’s anapple.” SR: “Wow! You’re so smart!”)

PROGRAM: ASKS WH QUESTIONS WHEN PROVIDED WITH VAGUE

INFORMATION

SD: ANY VAGUE STATEMENT OR COMMENT

GUIDELINES: Sit in a chair facing the child. Present the child with a vague statement (e.g.“I’m going somewhere tomorrow.”) the child should ask you a question related to the statement(e.g. Where are you going?”) reinforce the response and answer the question. Next present the

child with vague statements provided by novel people in different environments and situations.

“I got a new toy” (“What did you get?”)“I bought something at the store” (“What did you buy?”)“My friend did something funny” (What did he do?”)“I had something good for lunch” (“What did you have?”)“I made something at school” (“What did you make?”)“I have something” (“What do you have?”)



“I found something at the park” (“What did you find?”)“I went somewhere last night” (“Where did you go?”)“My dad went on a trip” (Where did he go?”)“I’m going somewhere tomorrow” (“Where are you going?”)“I saw someone today” (“Who did you see?”)“Someone is here” (“Who is here?” or “Who is it?”)

“Someone bought this for me” (“Who bought it for you?” or“Who?”)“I had to go to the doctor” (“Why?”)“I can’t go to the park today” (“Why not?”)“I’m going to Disney World” (“When are you going?”)

“I’m going swimming” (“When are you going swimming?”)“Were going out” (“Where are you going?”)“I saw something scary today” (“What did you see?”)“Something scary happened to me” (“What happened?”)

REINFORCEMENT: Verbal praise, response to their question, and one token. Tokens =tangible of the child’s choice.

ERROR CORRECTION: Model the correct question.

PROGRAM: ASK/TELL

SD 1: "ASK (name) (question)."

SD 2: "TELL (name) (statement)."

PHASE I: ASK

GUIDELINES: With another person in view of the child, present the SD: "Ask ____ (name) ____ (question)." (e.g. "Ask Tom how old he is."). The child should walk over to the person andask the question appropriately (e.g. "Tom, how old are you?"). The person should answer thequestion (e.g. “I’m 35.”).

PHASE II: ASK (Conversational endings)

GUIDELINES: Teach the child to use appropriate conversational endings to terminate theirinteraction with the person providing them with information (e.g. “O.K.”, “Thanks”, “O.K., see youlater.”, “Thanks for telling me.”) and return to the instructor.

For example: Instructor: “Ask Tom how old he is.”Child: “Tom, how old are you?”Tom: “35.”



Child: “Oh.”

PHASE III: ASK (Recall)

GUIDELINES: Teach the child to return to the instructor and recall the person's answer (e.g."Tom is 35.").

PHASE IV: ASK (Distance) GUIDELINES: Fade the person from the child's view so he must go find the person , then askthe question. Begin by having the person stand outside the room. Next move to other roomsand locations in the house (or other environments).

PHASE V: TELL

GUIDELINES: With another person in view, state SD: "Tell ____ (person) ____ (information)." (e.g. "Tell Dad dinner is almost ready."). The child should approach the personand tell him/her the information (e.g. "Dad, dinner is almost ready.")

PHASE VI: TELL (Distance) GUIDELINES: Fade the person from the child's view so he must go find the person and tellthem the information. Begin by having the person stand outside the room. Next move to otherrooms and locations in the house (or other environments).

PHASE VII: ASK/TELL (Random)

GUIDELINES: Present either instruction ASK or TELL. Add more conversation as he candiscriminate the two SD's.

REINFORCEMENT: Verbal praise and one token for each correct response. 10 stickers =tangible reinforcer of his choice.

ERROR CORRECTION: Verbal model of correct response.



PROGRAM: ASK/TELL

SD 1: "ASK (name) (question)."

SD 2: "TELL (name) (statement)."

PHASE I: ASK

GUIDELINES: With another person in view of the child, present the SD: "Ask ____ (name) ____ (question)." (e.g. "Ask Tom how old he is."). The child should walk over to the person andask the question appropriately (e.g. "Tom, how old are you?"). The person should answer thequestion (e.g. “I’m 35.”). Use a variety of questions (e.g. “Ask Daddy if you can have a chip.” OR“Ask Bob What a cow says.”).

PHASE II: TELL

GUIDELINES: With another person in view, state SD: "Tell ____ (person) ____ (information)." (e.g. "Tell Dad dinner is almost ready."). The child should approach the personand tell him/her the information (e.g. "Dad, dinner is almost ready.")

PHASE III: ASK/TELL (Random)

GUIDELINES: Present either instruction ASK or TELL. Add more conversation as he candiscriminate the two SD's.

PHASE IV: ASK (Conversational endings)

GUIDELINES: Teach the child to use appropriate conversational endings to terminate theirinteraction with the person providing them with information (e.g. “O.K.”, “Thanks”, “O.K., see youlater.”, “Thanks for telling me.”) and return to the instructor.

For example: Instructor: “Ask Tom how old he is.”Child: “Tom, how old are you?”Tom: “35.”Child: “Oh.”

PHASE V: ASK (Recall)

GUIDELINES: Teach the child to return to the instructor and recall the person's answer (e.g."Tom is 35.").

PHASE VI: ASK (Distance) GUIDELINES: Fade the person from the child's view so he must go find the person , then askthe question. Begin by having the person stand outside the room. Next move to other roomsand locations in the house (or other environments).

PHASE VII: TELL (Distance) GUIDELINES: Fade the person from the child's view so he must go find the person and tellthem the information. Begin by having the person stand outside the room. Next move to other



rooms and locations in the house (or other environments).

PHASE VIII: ASK/TELL (generalize across people and environments.)

REINFORCEMENT: Verbal praise and one token for each correct response. 10 stickers =tangible reinforcer of his choice.




PROGRAM: SAY VS. DO

GUIDELINES: This program is designed to teach the child that the word "say" controlsspeaking: in other words, when an individual asks Nathaniel to say something, the "say"preceding the statement should instruct the student to say whatever the individual has asked.

The way in which this can be taught and the test for mastery is when Nathaniel can take verbalprompts (using the verbal antecedent "say") to "say" words which have previously been learnedas one step instructions (e.g., jump, clap, wave, etc.) or when Nathaniel can take a prompt tostate a question, rather than answer the question (e.g., "Say …what is your name?" and thestudent says the phrase rather than answers the question.

PROGRAM: MEMORY



SD1: “WHAT DO YOU SEE?”

SD2: “WHAT’S MISSING?”

GUIDELINES: Place three items or pictures on the table in front of the child (e.g. Place acar, a spoon, and a book on the table.). The child should be turned facing the table. State

SD1: “What do you see?” The child should name the items on the table (e.g. “I see car, spoonand book.”). Then cover her/his eyes and remove and hide one item (e.g. take the spoon off thetable.). Uncover the child’s eyes and ask SD2: “What’s missing?” The child should name thehidden item (e.g. “The spoon.”).


ERROR CORRECTION: Show the child the hidden item, and provide a verbal model of thecorrect label. Time delay prompt.



PROGRAM: MEMORIE

SD1: “CE VEZI?”

SD2: “CE LIPSESTE?”

INDRUMARI: Instructorul pune trei obiecte sau imagini in fata copilului (ex. Puneti omasinuta, o lingura, si o carte pe masa). Copilul trebuie sa fie intors spre masa. Instructorulspune SD 1: “Ce vezi?” Copilul trebuie sa numeasca obiectele de pe masa (ex. “Eu vad o masina, olingura si o carte.”) Apoi instructorul ii acopera ochii copilului si indeparteaza/ ascunde unul dinobiecte ( ex. ia si ascunde lingura, lasand numai masina si cartea pe masa). Cand instructoruldescopera ochii copilului spune SD 2: “Ce lipseste?” copilul trebuie sa numeasca obiectul carelipseste (ex. “Lingura.”).


CORECTAREA ERORII: Instructorul ii arata copilului obiectul ascuns si ofera un model verbalal denumirii corecte a obiectului respectiv. Deasemenea, folositi “prompt prin intarziere.”

PROGRAM: RECALLS EVENTS



SD 1: ONE TO THREE STEP COMMAND.

SD 2: "WHAT DID YOU DO?"

PHASE I:

GUIDELINES: Present a one to three step command to the child. After s/he completes theactions, ask her/him to recall what s/he has done.

For example:SD: "Touch your nose and clap."R: the child touches his nose, then claps his hands.SD: "What did you do?"R: "I touched my nose and clapped."

Initially, do not score the tense of the verb, only score if s/he recalled the correct sequence.Overcorrect for correct verb tense.

PHASE II:

GUIDELINES: Practice going into different rooms of the house, performing an action, thenasking the child to recall the place and action.

For instance:SD: "Go to the kitchen and turn on the light."R: The child goes into the kitchen and turns the light on.SD: "Where did you go?"R: "To the kitchen."SD: "What did you do?"R: "I turned the light on."

PHASE III:

GUIDELINES: To generalize the skill ask the child to recall events that occurred during thesession, that day or the day before.

ERROR CORRECTION: Manually guide the child through the commands, then provide a verbalmodel of the correct verbal response.




PROGRAM: RECALLS VERBAL INFORMATION

PHASE I: RECALLING SENTENCES

SD 1: “(sentence.”)

SD 2: “TELL ME WHAT I JUST SAID.”

-OR- SD: “WHAT DID I JUST SAY?”

GUIDELINES: Present the child with SD 1 “John is going for a swim. What did I just say?”The child should respond by recalling the sentence presented (e.g. “John is going for a swim.”

1. Simple sentence with 2 second delay.2. Simple sentence with 5 second delay.2. Complex sentence with 2 second delay.3. Complex sentence with 5 second delay

PHASE II: RECALLING INFORMATION FROM A STORY

SD: “WHAT DID (name) SAY?”

GUIDELINES: Place a book on the table in front of the child and read a simple excerpt fromthe book (e.g. Mary was upset because she wasn’t invited to her best friends party. “No onelikes me.” She said, as she ran to her room. ). Present the child with the SD (e.g. “What didMary say?”). The child should respond by repeating the exact sentence provided (e.g. “She said,no one likes me.”).


ERROR CORRECTION: Restate the information provided while over emphasizing the sentencethe child needs to repeat.

PROGRAM: USES CORRECT TENSE



SD: “WHAT ARE YOU GOING TO DO?” SD: “WHAT ARE YOU DOING?”

SD: “WHAT DID YOU DO?” SD:”WHAT IS HAPPENING HERE?”

SD: “WHAT DID THE (gender) DO?”

GUIDELINES:

1. FUTURE: Present the child with a one step command (e.g. “Clap hands.”) or ask them toperform a simple task (e.g. “Clean up”). Present the child with SD 1 BEFORE the child performsthe action (e.g. “What are you going to do?”). The child should respond using the correct tense(e.g. “I am going to clean up.”).

RECEPTIVE: Place an array of pictures in front of the child and present a situation inwhich the child must identify the picture according to tense. For example, “The boy is gettingready to go to bed.”

2. PRESENT: Ask the child to perform an action (e.g. “Stomp your feet.”). Present the childwith SD 2 (“What are you doing?”) while the child is performing the action. The child shouldsay what they are doing using the correct tense (e.g. “I am stomping my feet.” or “Stompingfeet.”).

RECEPTIVE: Place an array of pictures in front of the child and present a situation inwhich the child must identify the picture according to tense. For example, “The boy is ready togo to bed.”

4. PAST : Ask the child to perform an action (e.g. “Raise arms.”). Present the child with SD 3(“What did you do?”). The child should say what he/she did using the correct tense (e.g. “Iraised my arms.”).

RECEPTIVE: Place an array of pictures in front of the child and present a situation inwhich the child must identify the picture according to tense. For example, “The boy got readyto go to bed.”

REINFORCEMENT: Verbal praise + 1 token. Tokens = tangible of the child’s choice.

ERROR CORRECTION: Physically prompt the child to perform the action. Provide a verbalmodel of the correct response.

PROGRAM: BEFORE AND AFTER

SD: “WHAT COMES (BEFORE/AFTER)______?”



STEPS:

1. Using sequencing cards.2. Letters3. Numbers4. Daily living activities

5. Schedule during day6. General knowledge.7. RECEPTIVE (following directions) – Before I _______ you ________. Or After I

______ you _______.

PROGRAM: ABSURDITIES

SD: “WHAT’S WRONG WITH THIS PICTURE/STORY?”

-or- “WHAT’S SILLY ABOUT THIS PICTURE/STORY?”

SD2: “WHY IS THAT SILLY?”



-or- “WHAT SHOULD HE/SHE DO?”

GUIDELINES:

A. VISUAL --Present a picture from the box labeled “What’s Wrong?” State the SD.The child should label the error in the picture (e.g. “The girl is eating a sandwichWith flowers!”). Follow up with clarification questions to correct the mistake in the

picture (e.g. “What do you really eat on a sandwich?” or “Where do flowers really go?”)

B. AUDITORY --Tell a story from “Harmon Hippo” or a simple story in which thecharacter does something absurd (e.g. “One day Jill went to play in the snow. Sheput her gloves on her hands and her hat on her feet.” Then she built a snowman.”

“What’s silly about that story?” “You cannot wear a hat on your feet!”). Follow-upwith clarification questions to correct the mistake in the story (e.g. “Where do you

really wear a hat?” or “What do you really wear on your feet?”).


ERROR CORRECTION: Point to the picture and ask a question about the absurdity (e.g. “Can you really take a bath with your clothes on?”). In the stories, show a visual if possible, retellthe story, and ask a question about the absurdity.



PROGRAM: IDENTIFIES SARCASM

SD: STORY OR SENTENCE

GUIDELINES: Present the child with a story or situation in which an absurdity is embedded.The child should identify the situation and state the reason for its absurdity. For example,

“One day Jon was walking through the wet cement as he went to work.”



PROGRAM: SEQUENCING



SD 1: "PUT THESE IN ORDER."

SD 2: "WHAT IS HAPPENING HERE?"

-or- "TELL ME ABOUT THE PICTURES."

GUIDELINES: Give the child a set of cards to put into order. State SD 1. The child should

place the cards in the correct order from left to right. State SD 2, and s/he should pointto the pictures and describe the scene using the words "First," "Next," "Then," and "Last”.

ERROR CORRECTION: Manual guidance to put cards in the correct order, and verbal modeto describe the scene.

REINFORCEMENT: Provide verbal praise and 1 token for each correct response. ___ tokens = tangible reinforcer of her/his choice.



PROGRAM: EMOTION IDENTIFICATION

SD: "HOW IS ___(name) FEELING?"

Receptive Follow-up: SD: "SHOW ME ___(emotion)."

GUIDELINES: Either show the child a picture of a person showing an emotion or someoneacting out an emotion in person. State SD. The child should respond by labeling the emotion.Push for more complete answers (e.g. "Mommy feels sad.") Receptively follow-up by asking SD:"Show me ___(emotion)." S/he should act out the emotion herself/himself.Use Feelings and Faces Lotto with this program.Only score Expressive component.

HAPPY SADANGRY/MAD SURPRISEDSCARED/FRIGHTENED SLEEPY/TIRED

REINFORCEMENT: Verbal praise and one token for each correct response. ___ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Verbal model of correct emotion. For Receptive component,instructor may want to use a mirror to let the child see her/himself and instructor acting outthe emotions.

PROGRAM: IDENTIFICAREA EMOTIILOR I



SD: "CUM SE SIMTE ____ (nume)?

Componenta rceptiva: SD: "ARATA-MI _____(emotie)."

INDRUMARI: Instructorul trebuie sa ii arate copilului o imagine a unei persoane a carei

fata exprima o emotie, sau sa arate spre o persoana care interpreteaza diferite emotii inprezenta copilului. Instructorul spune SD. Copilul trebuie sa numeasca emotia respectiva.Instructorul trebuie sa insiste pentru propozitii complete (ex. “Mama este trista.”) Adugaticomponenta receptiva a programului, intreband: “Arata-mi ___ (emotie).” Copilul trebuie sa“interpreteze” emotia respectiva. Luati date numai pentru prima parte a programului, adicapentru componenta expresiva.

FERICIT TRIST SUPARAT/MANIOS SURPRINSSPERIAT OBOSIT/SOMNOROS

RECOMPENSA: Recompensa verbala si recompensa tangibila, la alegerea copilului, pentrufiecare raspuns corect.

CORECTAREA ERORII: Instructorul trebuie sa ofere un model verbal al emotiei corecte.Pentru componenta receptiva, instructorul poate sa foloseasca o oglinda pentru a oferi copiluluiposibilitatea sa se vada pe sine sau sa-l vada pe instructor “interpretand” emotiile corecte.

PROGRAM: EMOTION IDENTIFICATION

SD 1: "HOW IS ___(name) FEELING?"



SD 2: “HOW DO YOU KNOW_____?”

SD 3: “WHY?”

GUIDELINES: Either show the child a picture of a person showing an emotion or someoneacting out an emotion in person. State SD 1. The child should respond by labeling the emotion.Reinforce correct response and present SD 2. The child should respond by providing the reason

for the target emotion. (“Because she fell of her bike.”) you can practice linking these eventsto personal experiences the child may have. “What makes you feel sad” or “Can you tell me atime when you were sad.”

HAPPY SADANGRY/MAD SURPRISEDSCARED/FRIGHTENED SLEEPY/TIRED

REINFORCEMENT: Verbal praise and one token for each correct response. ___ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Verbal model of correct emotion. For Receptive component,instructor may want to use a mirror to let the child see her/himself and instructor acting outthe emotions.

PROGRAM: IDENTIFICAREA EMOTIILOR II

SD 1: "CUM SE SIMTE ___(nume)?”

SD 2: “DE UNDE STII/CUM ITI DAI SEAMA?”



SD 3: “DE CE?”

INDRUMARI: Instructorul trebuie sa-i arate copilului o imagine a unei persoane careexprima o emotie sau sa arate spre o persoana care interpreteaza o emotie in prezenta copilului.Instructorul spune SD 1. Copilul trebuie sa numeasca emotia respectiva. Instructorulrecompenseaza raspunsul corect si spune SD 2. Copilul trebuie sa ofere un motiv pentru emotia

respectiva (ex. SD 2 “De ce este ea trista/suparata?” Copilul raspunde “ Pentru ca a cazut de pebicicleta.”). Puteti sa repetati emotiile facand legatura intre aceste intrebari/situatii sievenimente/experiente din viata copilului (ex. “ Ce te face pe tine sa fii trist?” sau “Poti sa-mispui cand esti/ai fost tu trist?”).

FERICIT TRIST SUPARAT/MANIOS SURPRINSSPERIAT OBOSIT/SOMNOROS





PROGRAM: FOLLOWING AUDITORY DIRECTIONS: I

GUIDELINES: Place a worksheet on the table in front of the child and state sd (e.g. “Drawa line under the dog.”). The child should follow the instruction given (e.g. The child should drawa line under the dog). It is CRITICAL to VARY THE SD’s used!!!

PHASE I: WORKSHEET DIRECTIONS

Step 1. SD: “Draw a line under the ________.”

“Underline the______________.”



Step 2: SD: “Cross out the _____________.”

“Put an X an the ___________.”

Step 3: SD: “Circle the________________.”

“Put a circle around the______”

Step 4: SD: “Color the_________.”

REINFORCEMENT: Verbal praise and tangible reinforcer at completion of worksheet

ERROR CORRECTION: Physically prompt the child to follow the correct instruction. HAVETHE CHILD REPEAT THE SD BEFORE THEY FOLLOW THE DIRECTIONS.


SD: "WHO'S TURN?"

GUIDELINES: Either play a simple turn taking game (i.e. Balloon Match or Lotto) or throw aball to each other. Prompt the child to catch and throw a ball/beanbag. When the child has



the ball, state the SD: "Who's turn?" S/he should respond "Mine." or "My turn." Do not allowher/him to throw until s/he has said this. After this is mastered, add in "Your turn." when theinstructor is holding the ball. Once the concepts of "My turn." and "Your turn." are randomized,add another female (e.g. Mom) to teach "Her turn." Last, add a male to teach "His turn."Try to generalize these concepts to everyday turn taking events (e.g. waiting in line at McDonald's or playing at the park or sharing markers with another child).

MY TURNYOUR TURNHER TURNHIS TURN

REINFORCEMENT: Social praise and one token for each correct response. _____ tokens= tangible reinforcer of her/his choice.




PROGRAM: IDENTIFYING ROOMS AND RETRIEVING OBJECTS

SD: "GO TO THE __(room) AND GET THE ___(label)."

GUIDELINES: Set up know objects in obvious locations in a variety of rooms in the house. Give Coreyinstructions to go to different rooms to retrieve an item. He should respond to the Sd with "OKAY." or "SURE."then go to the specified room and return with the correct item. When he returns he should either hand you theitem and say "HERE ___(name)." or say "I GOT __ (label)." Next, have him retrieve two items from various

rooms.

ERROR CORRECTION: Physical guidance to the correct room and to pick up the correct item. Provide averbal model of the expressive component.

REINFORCEMENT: Verbal praise and 1 penny for each correct response. 10 pennies = tangible reinforcer ofhis choice.



PROGRAM: ANSWERS QUESTIONS ABOUT A CONVERSATION

SD: "WHAT ARE THEY TALKING ABOUT?"

GUIDELINES: Sit with several people or watch a conversation on TV/video. Have the child observe theconversation about a specific topic. After the conversation, ask SD: "What are ____(people) talking about?" thechild should give the main idea of the conversation. (e.g. "Bert and Ernie are talking about pigeons.") As hegrasps the concept, expand the conversations ad ask more questions about the conversation.

REINFORCEMENT: Verbal praise and one token for each correct response. 10 stickers = tangible reinforcerof his choice.


PROGRAM: COMPLETES SENTENCES LOGICALLY



GUIDELINES: Use the MEER 1 book for examples of unfinished sentences. Initially present a picture, then fade.State a part of a sentence (e.g. "His hands are dirty. He has to . . . ). the child should complete the sentencelogically (e.g. "Wash them.").Examples:

a. "She's hungry. She should . . . "b. "It's raining. He needs a . . . "c. "He's thirsty. He needs a . . . "

d. "The door is locked. She should . . . "e. The girl cut her finger. She needs . . . "



PROGRAM: PREDICTS OUTCOMES



SD: "WHAT DO YOU THINK WILL HAPPEN NEXT?"

GUIDELINES:

A) PICTURES -- Show the child a picture depicting an event where an outcome can be predicted(e.g. A boy pouring juice.). State SD: "What do you think will happen next?" the child should describe anappropriate outcome (e.g. "He is going to drink the juice."). If he has trouble, you may have him describe what ishappening in the picture first (e.g. SD: "What is happening in this picture?" R: "The boy is pouring juice." SD:"What do you think will happen next?" R: "He is going to drink the juice.").

B) TO A STORY -- Tell the child a short story about an event where the outcome can be predicted(e.g. "Once upon a time, Mary was very hungry. He decided to make a sandwich.") State SD: "What do you thinkwill happen next?". the child should describe an appropriate outcome (e.g. "She got some bread and peanutbutter." or "She made a sandwich and ate it.").





PROGRAM: SIMPLE DEFINITIONS

SD: "WHAT DOES _______ MEAN?"

PROGRAM: WORD ASSOCIATIONS



PHASE I:

SD 1: “WHAT’S THIS?”

SD 2: “WHAT DOES IT BELONG WITH?”

GUIDELINES: Place 2/3 cards from different association sets (e.g. Shoe, toothbrush,hammer) out on the table in front of the child. Hand the child one association card ( belongingto one of the sets on the table) and state SD1 (e.g. “What’s this?”). The child will label thepicture (e.g. “It’s a sock.”). Hand the child the card and state SD2 (“What does it belongwith?”). The child should match the card with the correct association and label its pair (e.g. Asock belongs with the shoe.”).

PHASE II:

SD 1: “FIND THE PAIRS AND PUT THEM TOGETHER.”

-or- SD 1: “FIND THE ONES THAT BELONG”

-or- SD 1: “FIND THE ONES THAT GO TOGETHER.”

SD 2: “WHY DO THEY GO TOGETHER?”

GUIDELINES: Place 10-20 association cards on the table/floor in front of the child and stateSD (e.g. Find the ones that belong.”). The child should find the pairs and match them together.Once the child completes the task, point to a set of cards and state SD 2 (e.g. “Why do they gotogether?”). The child should responds with the correct association (e.g. They both go on myfeet.”).

REINFORCEMENT: Verbal praise + 1 token for each correct response.

ERROR CORRECTION: Manually guide the child to match the card with it’s pair. Provide averbal model of the correct response.

PROGRAM: PLURALS



PHASE I: RECEPTIVE IDENTIFICATION

SD 1: "POINT TO (label)"

SD 2: "POINT TO (labels)-S"

STEP 1: Place one item on the table in front of the child and state SD 1 (e.g. "Point to the ball."). The childshould respond by pointing to the correct item. Expressively follow up by stating SD "WHAT IS THIS?". Thechild should respond by stating the label (e.g. "It's a ball").

STEP 2: Place several identical items on the table in front of the child and state SD 2 (e.g. "Point to the ballS.").The child should respond by pointing to the set items. Expressively follow up by stating SD : WHAT ARE

THESE?" The child should respond using the correct plural label (e.g. THOSE ARE ballS.").

STEP 3: Using identical sets items, place 2 sets on the table in front of the child (Set #1 - one item & Set #2-multiple items). Randomize the mastered responses by stating SD's 1 and 2 . For example, Sd: "Point to ball." R:Child points to set with one ball. SD: "Point to balls." R: Child points to set with several balls.

PHASE II: MATCHING:

SD 1: "MATCH."

SD 2: "READ" -or- "WHAT DOES THIS SAY?"

GUIDELINES: Place 2 sets of identical items (Set #1 - one item & Set #2- multiple items) on the table infront of the child. Hand the child an index card with the written label (either singular or plural) and state SD 1(e.g. Place 2 sets of cows on the table. Hand the child an index card with the word COW written on it and say"Match."). The child should match the word to the correct set (e.g. the child will match the index card to the setwith one cow). Provide verbal praise and state SD 2 (e.g. "Goood for you! What does this say?"). The childshould read the word using the correct singular or plural form of the word (e.g. "Cow.").

PHASE III: EXPRESSIVE

GUIDELINES:

STEP 1: Present the child with 2D or 3D labels(s) and state SD: "WHAT IS THIS?" OR SD:"WHAT ARETHESE?" the child should respond by using the correct singular/ plural label.

STEP 2: Present the child with 2D or 3D label(s) and state SD: "WHAT DO YOU SEE?" OR SD:"TELL MEABOUT THIS PICTURE." the child should respond by using the correct singular/plural label.

STEP 3: Present the child with a question that requires the child to use a singular or plural word in the response.For example, "What do you do with a ball?" OR "How many balls are there?"

STEP 4: Follow the above procedures for the following irregular plurals.

CHILD-CHILDREN FOOT-FEET PERSON-PEOPLE TOOTH-TEETHGOOSE-GEESE MAN-MENMOUSE-MICE WOMAN-WOMEN

ERROR CORRECTION: Verbal model of the correct response. Manually guide the child to point to the correctset.



REINFORCEMENT: Verbal praise and 1 token for each correct response.


PHASE I:

SD 1: “WHAT DOES ______BELONG/GO WITH?”



GUIDELINES: Place 2/3 cards from different association sets (e.g. Shoe, toothbrush,hammer) out on the table in front of the child. Hand the child one association card ( belongingto one of the sets on the table) and state SD1 (e.g. “What does a toothbrush go with?”). Thechild will match the card with the correct association and label its pair (e.g. “Toothpaste.”).





GUIDELINES: Have the child perform an action with an object, and state the SD: "WHAT ARE YOUDOING?" S/he will respond in a full sentence "I'M ___(action)." See action command list (maintenance) andtarget novel responses. Expand her/his descriptions to include the action and a noun (e.g. "I'm eating a chip.""I'm sitting on the couch.")Target 2 specific actions at a time. Follow the Phase Guidelines.1. Eating (various foods)

2. Sitting (various places -- bed, chair, floor, couch, stroller, potty, bath, etc.)3. Coloring/Drawing (with chalk, paint, crayons, markers, etc.)4. Drinking (various drinks)5. Sleeping (various places -- bed, couch, floor, etc.)6. Riding (bike, stroller, bus, car, taxi)7. Brushing Hair/Teeth/other body parts8. Washing Hands/Face/other body parts9. Vacuuming Floor/Rug/Rooms of House10. Jumping (on floor, bed, trampoline)11. Playing (with various toys)12. Running/Walking

13. Sliding/Swinging14. Skating15. Look at list of remaining action commands.

PHASE I:The instructor will point to the object and state the SD: "WHAT'S THIS?" (e.g. a bed or glass of orange juice).The child will label the object (e.g. "It's a bed." or "That's orange juice."). The instructor will then have the child perform an action with the object (without labeling the object) by physically prompting the child to perform theaction or modeling the correct response (e.g. the instructor jumps on the bed or drinks the juice). The child willimitate the action (e.g. the child jumps on the bed or drinks the juice). The instructor states the SD: "WHATARE YOU DOING?" The child responds by labeling the action and the noun (e.g. "jumping on bed" or "I'mdrinking orange juice."). Vary the object each trial.

PHASE II:The instructor will then have the child perform an action with the object (without labeling the object) by physically prompting the child to perform the action or modeling the correct response (e.g. the instructor jumpson the bed or drinks the juice). The child will imitate the action (e.g. the child jumps on the bed or drinks the juice). The instructor states the SD: "WHAT ARE YOU DOING?" The child responds by labeling the actionand the noun (e.g. "jumping on bed" or "I'm drinking orange juice."). Vary the object each trial.

PHASE III:The instructor will then have the child perform an action with the object without labeling the object by physically prompting the child to perform the action or modeling the correct response (e.g. the instructor jumps on the bed

or drinks the juice). The child will imitate the action (e.g. the child jumps on the bed or drinks the juice). Theinstructor will delay the SD for _____ seconds while looking at the child.

Systematically increase the amount of delay:a. 1 second. b. 2 secondsc. 3 secondsd. 4 seconds




SD: "_____ (child's name), IT'S YOUR TURN."

GUIDELINES: Practice turn taking board game with the child. Upon hearing the SD, thechild should take her/his turn at the game. After the child has completed her/his turn, s/heshould point to the instructor/peer and say, " _____ (name), IT'S YOUR TURN."BARNYARD BINGO:

1. Load all chips into slot at top of barn.2. Pull lever and take out chip.3. Label chip (e.g. "Blue cow.").4. If chip matches, say "Match." and place on fence card.

if chip does not match, say "No match." and load in slot at top of barn.5. After turn, say " ____(name), IT'S YOUR TURN."6. Repeat steps until one person has all chips.

POTATO HEAD PALS:

1. Sort potato parts (e.g. hats together, noses together, etc.).2. Give a potato BODY to each player.3. Spin spinner.4. Label potato part on spinner (e.g. "Eyes.").

5. Choose a part that matches the spinner, and place on potato BODY.If you spin a part you already have, your turn is over.

7. After turn, say "____ (name), IT'S YOUR TURN."8. Repeat steps until one person has completed a Potato Pal.






SD: PLAY STATEMENTS

GUIDELINES: The child will reciprocate action and noun play statements with props andfigures from the Dollhouse.PHASE I:

Place 2 props from the Dollhouse on the table in front of the child (e.g. apple and bike) with 2different characters/figures (e.g. Barney and Girl). The instructor should perform an actionwith one figure and one prop, and label the action and noun (e.g. "Barney eating apple."). Thechild will perform a different action with the second figure and object, and label the action andnoun (e.g. "Girl riding bike.").

PHASE II:

Place 4 props and 2 different characters/figures from the Dollhouse on the table in front ofthe child. The instructor will perform 2 actions using 2 props consecutively with the figure andlabel them using "and" (e.g. "Elmo is sliding and eating a cookie.") The child will reciprocate 2actions using the other 2 props and the word "and" (e.g. "The girl is sleeping and taking abath.").

PHASE III:

Add 4 props/furniture and 2 characters/ figures to the Dollhouse (i.e. place objects in theDollhouse). The child should reciprocate either 1 or 2 actions in the Dollhouse (i.e. have thechild follow the instructor's model).

PHASE IV:

Add other props and other characters to the Dollhouse to create more choices. The childshould reciprocate either 1 or 2 actions in the Dollhouse (i.e. have the child follow theinstructor's model).

PHASE V:






PROGRAM: SPONTANEOUSLY COMMENTS

SD: TIMER OR SITUATION.

GUIDELINES: The child and two other people are needed to run this program. The childshould have manipulative toys s/he is familiar with (e.g. figures, Potato Head, baby, cars,animals, etc). A digital timer is also necessary for this program.PHASE I: Seat the child at the table with a toy (e.g. things s/he can manipulate like figures,cars, etc.). Have a timer next to the child set at 30 seconds. When the timer goes off, thechild should turn off the timer, pick up an item, walk to a third person (not the instructor), andsay, “Look, at my ____!” The third person will provide an animated response and verbal praise(e.g. “Great talking! Wow! That’s a cool lion!”). The instructor may provide additionalreinforcement (e.g. a penny or tangible). The instructor will reset the timer at 30 seconds whenthe child returns to the table to play.

PHASE II: Seat the child on the floor with a toy. Have the timer set for 30 seconds. Whenthe timer goes off, the child should turn off the timer, pick up an item, walk to a third person(not the instructor), and say, “Look, at my ____!” The third person will provide an animatedresponse and verbal praise (e.g. “Great talking! Wow! That’s a cool lion!”). The instructor mayprovide additional reinforcement (e.g. a penny or tangible). The instructor will reset the timerat 30 seconds when the child returns to the floor to play.

PHASE III:Seat the child at the table or on the floor with a toy. Have the time set for 1minute. Either before or when the timer goes off, the child should turn off the timer, pick up

an item, walk to a third person (not the instructor), and say, “Look, at my ____!” The thirdperson will provide an animated response and verbal praise (e.g. “Great talking! Wow! That’s acool lion!”). The instructor will reset the timer at 1 minute when the child returns to play.

PHASE IV: The child will generalize PHASE III while engaged in parallel play with a peer.

PHASE V: The child will spontaneously comment during play within 5 minutes of an activitywithout a timer.

REINFORCEMENT: During PHASE I-II, the third person will reinforce the child withanimated verbal praise, and the instructor will provide additional reinforcement (e.g. token,tangible, etc.). During PHASE III, the third person and the instructor provide verbal praiseonly, and the instructor may provide tangible reinforcement for the child’s BEST responses.During PHASE IV, the instructor will prompt the peer to provide verbal praise and/or tangiblereinforcement for the child. During PHASE V, the child will receive verbal praise only.



ERROR CORRECTION: The instructor will physically guide the child to turn off the timer andto walk to the third person, and verbally model the correct comment..



PROGRAM: DRAWS A PICTURE

SD: “DRAW A/AN _____ (noun).”

GUIDELINES:

PHASE I: Turn the child facing the table. Place a piece of paper and acrayon/marker on the table in front of the child. Have a blank page over a pre-drawn figure. Upon hearing the SD: “DRAW A/AN ____.” the child will trace thepre-drawn figure onto the blank sheet of paper.

PHASE II: Turn the child facing the table. Place a piece of paper and acrayon/marker on the table in front of the child. The instructor should have ablank sheet of paper in front of her/him, also. State the SD: “DRAW A/AN ___.”And the instructor will model the figure by drawing the figure on her/his sheet ofpaper. The child will then follow the instructor’s model and copy the drawing ontoher/his own paper.

PHASE III:Turn the child facing the table. Place a piece of paper and acrayon/marker on the table in front of the child. Upon hearing the SD: “DRAWA/AN ___.” the child will independently draw the figure named.

PHASE IV: Turn the child facing the table. Place a piece of paper and acrayon/marker on the table in front of the child. Upon hearing the SD: “DRAWA/AN ___.” the child will combine mastered drawing into a scene (e.g. a house, atree, and a sun), while alternating colors (e.g. a blue house, a green and brown tree,and a yellow sun).

PHASE V: Upon hearing the SD: “DRAW A/AN ___.” the child will gather thematerials for drawing (i.e. paper and crayon/marker), and independently draw apicture.

PHASE VI: Upon hearing the SD: “LET’S DRAW!” the child will spontaneously pro-duce novel drawings of familiar items.

REINFORCEMENT: Verbal praise and tangible reinforcer of the child’schoice when the drawing is complete.

ERROR CORRECTION: Physically guide the child’s hand to draw the picture.



PROGRAM: IDENTIFYING ROOMS AND RETRIEVING OBJECTS

SD: "GO TO THE __(room) AND GET THE ___(label)."

GUIDELINES: Set up know objects in obvious locations in a variety of rooms inthe house. Give Corey instructions to go to different rooms to retrieve an item.He should respond to the Sd with "OKAY." or "SURE." then go to the specifiedroom and return with the correct item. When he returns he should either hand youthe item and say "HERE ___(name)." or say "I GOT __ (label)." Next, have himretrieve two items from various rooms.

ERROR CORRECTION: Physical guidance to the correct room and to pick up thecorrect item. Provide a verbal model of the expressive component.

REINFORCEMENT: Verbal praise and 1 penny for each correct response. 10pennies = tangible reinforcer of his choice.

PROGRAM: COLOR BY NUMBER OR DOT-TO-DOT



SD: "LET'S COLOR." -or- "LET'S DO A DOT-TO-DOT!"

GUIDELINES: The child should be seated facing the table with a picture and acrayon. Present Sd and provide verbal instructions (e.g. "One is blue, two is red,and three is yellow.") He should pick up the crayon (with a proper grip) and color

the entire picture following the "color by number code". It is not important at thispoint whether or not he stays within the lines. Score only that he colors the entirefigure.For Do-to-Dot: when presented with the Sd and verbal instructions, The childshould pick up his crayon or pencil with the correct grip and connect the dots,following the numbers, to make a picture.Look in file folder for worksheets.

PROGRAM: DELIVERS A MESSAGE OR ITEM

SD: "GO TELL ___(person) _____ (a message.)"

SD: "GIVE THIS TO _____(person)."



GUIDELINES:

A) Present the SD: "Go tell ___ (person) ___ (a message)." (e.g. "Go tell

Mommy it's time for lunch.") JP will locate the person named, and deliver themessage (e.g. "Mommy, it's time for lunch.") Initially have the person in JP's view,then fade the person father from him so he must look for the person to deliver themessage.

B) State SD: "Give this to ____(person)." (e.g. "Give this to Melissa.")JP should respond "Okay." or "Sure." then find the person named, and give him/herthe item "Here ___ (person.)" (e.g. "Here Melissa."

C) As he masters this concept, combine the two SD's TELL and GIVE(e.g. "Give this to Daddy and tell him it's broken."Begin to add more conversation and recall (e.g. "What did Daddy say?" or "Where isDaddy?")

REINFORCEMENT: Verbal praise and one token for each correct response.10 stickers = tangible reinforcer of his choice.




PROGRAM: ANSWERS QUESTIONS ABOUT A CONVERSATION

SD: "WHAT ARE THEY TALKING ABOUT?"

GUIDELINES: Sit with several people or watch a conversation on TV/video.Have JP observe the conversation about a specific topic. After the conversation,ask SD: "What are ____(people) talking about?" The child should give the mainidea of the conversation. (e.g. "Bert and Ernie are talking about pigeons.") As hegrasps the concept, expand the conversations ad ask more questions about theconversation.





PROGRAM: COMPLETES SENTENCES LOGICALLY

GUIDELINES: Use the MEER 1 book for examples of unfinished sentences.

Initially present a picture, then fade. State a part of a sentence (e.g. "His handsare dirty. He has to . . . ). JP should complete the sentence logically (e.g. "Washthem.").Examples:

a. "She's hungry. She should . . . "b. "It's raining. He needs a . . . "c. "He's thirsty. He needs a . . . "d. "The door is locked. She should . . . "e. The girl cut her finger. She needs . . . "





PROGRAM: PREDICTS OUTCOMES

SD: "WHAT DO YOU THINK WILL HAPPEN NEXT?"

GUIDELINES:

A) PICTURES -- Show JP a picture depicting an event where anoutcome can be predicted (e.g. A boy pouring juice.). State SD: "What do you thinkwill happen next?" JP should describe an appropriate outcome (e.g. "He is going todrink the juice."). If he has trouble, you may have him describe what is happeningin the picture first (e.g. SD: "What is happening in this picture?" R: "The boy ispouring juice." SD: "What do you think will happen next?" R: "He is going to drinkthe juice.").

B) TO A STORY -- Tell JP a short story about an event where theoutcome can be predicted (e.g. "Once upon a time, Mary was very hungry. Hedecided to make a sandwich.") State SD: "What do you think will happen next?".JP should describe an appropriate outcome (e.g. "She got some bread and peanutbutter." or "She made a sandwich and ate it.").





PROGRAM: MEER 1

SD: Look in book.

GUIDELINES: Ask questions from teaching manual "MEER 1". Only work onLEVEL 1 when a level is specified. Try to encourage spontaneous, thoughtful

questions. Provide multiple answers when teaching new items.

ERROR CORRECTION: Try using strategies before telling him the answer andencouragement (i.e. "Just guess." or "Try again." ).

REINFORCEMENT: Verbal praise and one sticker. 10 stickers = tangible (i.e.food, drink, or toy) reinforcer of his choice.



PROGRAM: MEER 2

SD: Look in book.

GUIDELINES: Ask questions from teaching manual "MEER 2". Only work onLEVEL 1 when a level is specified. Try to encourage spontaneous, thoughtful

questions. Provide multiple answers when teaching new items.

A. WHY QUESTIONS:B. WHO QUESTIONS:C. WHAT QUESTIONS:D. WHERE QUESTIONS:E. WHICH QUESTIONS:PAGE 64 -- (1-20)

ERROR CORRECTION: Try using strategies before telling him the answer andencouragement (i.e. "Just guess." or "Try again." ).

REINFORCEMENT: Verbal praise and one sticker. 10 stickers = tangible (i.e.food, drink, or toy) reinforcer of his choice.



PROGRAM: WRITING -- TRACING

SD: "TRACE."

GUIDELINES: Have the child trace lines, letters, numbers, shapes andpictures on worksheets.

ERROR CORRECTION: Provide manual guidance to trace neatly. If she writesillegibly, goes over the letter more than once, or too large, have her erase andwrite it again.

REINFORCEMENT: Provide tangible reinforcer of her choice when she hascompleted the worksheet.



PROGRAM: VERBS -- IRREGULAR PAST TENSE

SD1: DIRECTION.

SD2: "WHAT DID YOU DO?"

PHASE I:

GUIDELINES: Present a direction to the child. After he/she performs theaction, present SD2 : "What did you do?" The child should respond in the correctpast tense of the verb.

Intermix Regular Past Tense verbs with the Random List.

DRANK STOOD ATEGAVE SAT READCAME RAN WROTEWENT FOUND GOT HELD DREW FELLBROUGHT SWAM TOLDTHREW CAUGHT RODE THOUGHT

PHASE II:

GUIDELINES: Present the child with a sentence about someone performing anaction. Follow up by stating an open ended question targeting the correct tense.For example, “Jon went riding on his horse. This is the horse that Jon……” Thechild should respond, “Rode.”

ERROR CORRECTION:

REINFORCEMENT: Provide 1 penny for each correct response. 10 pennies =

tangible reinforcer of her choice.




GUIDELINES: Place a worksheet on the table in front of the child and state sd (e.g. “Draw aline under the dog.”). The child should follow the instruction given (e.g. The child should draw aline under the dog). It is CRITICAL to VARY THE SD’s used!!!

PHASE I: WORKSHEET DIRECTIONS

Step 1. SD: “Draw a line under the ________.”


Step 2: SD: “Cross out the _____________.”“Put an X an the ___________.”

Step 3: SD: “Circle the________________.”“Put a circle around the______.”

PHASE II: ALL vs. The/AGUIDELINES: Place a worksheet on the table in front of the child and state SD (e.g. “Underlineall of the circles.”). The child should follow the instruction given and circle all of the itemsspecified on the given page. Teach the child appropriate ways to scan the page by searching fromleft to right or top to bottom.

STEP 1: NounsSTEP 2: ColorsSTEP 3: Shapes.STEP 4. CategoriesSTEP 5. Function

REINFORCEMENT: Verbal praise and tangible at completion of worksheet.

ERROR CORRECTION: PHASE I - Physical assistance. If the child is having difficulty havehim/her practice drawing the circle, line or X on a plain sheet of paper. PHASE II: Verbal prompts – break down the task for the child in simple steps, for example:

Point to a car and ask, “What’s this?”R-“It’s a car.”Sd-“What’s a car?”R- “It’s a vehicle.”Sd-“Circle all of the vehicles.”

Provide gestural prompts to assist the child in appropriate scanning techniques.


GUIDELINES: Place a worksheet on the table in front of the child and state sd (e.g. “Draw aline under the dog.”). The child should follow the instruction given (e.g. The child should draw aline under the dog). It is CRITICAL to VARY THE SD’s used!!!

PHASE I: WORKSHEET DIRECTIONSStep 1. SD: “Draw a line under the ________.”




Step 2: SD: “Cross out the _____________.”“Put an X an the ___________.”

Step 3: SD: “Circle the________________.”“Put a circle around the______”

Step 4: SD: “Color the_________.”

REINFORCEMENT: Verbal praise and tangible reinforcer at completion of worksheet

ERROR CORRECTION: Physically prompt the child to foillow the correct instruction. HAVETHE CHILD REPEAT THE SD BEFORE THEY FOLLOW THE DIRECTIONS.



MAKING MISTAKES

If I make a mistake on my work, it’s all right.

Everyone makes mistakes.

After I make a mistake, I can go back and fix themistake.

I will try to remember not to make the same mistaketwice.

If I do make the same mistake again, I can go back

until I get it right.

That’s how I learn.

That’s how others learn too.




SD: PLAY STATEMENTS

GUIDELINES: The child will reciprocate action and noun play statements with props andfigures from the Dollhouse. PHASE I:

Place 2 props from the Dollhouse on the table in front of the child (e.g. apple and bike) with 2different characters/figures (e.g. Barney and Girl). The instructor should perform an action withone figure and one prop, and label the action and noun (e.g. "Barney eating apple."). The childwill perform a different action with the second figure and object, and label the action and noun(e.g. "Girl riding bike.").

PHASE II:Place 4 props and 2 different characters/figures from the Dollhouse on the table in front of thechild. The instructor will perform 2 actions using 2 props consecutively with the figure and labelthem using "and" (e.g. "Elmo is sliding and eating a cookie.") The child will reciprocate 2actions using the other 2 props and the word "and" (e.g. "The girl is sleeping and taking a bath.").

PHASE III:Add 4 props/furniture and 2 characters/ figures to the Dollhouse (i.e. place objects in theDollhouse). The child should reciprocate either 1 or 2 actions in the Dollhouse (i.e. have the childfollow the instructor's model).

PHASE IV:Add other props and other characters to the Dollhouse to create more choices. The child shouldreciprocate either 1 or 2 actions in the Dollhouse (i.e. have the child follow the instructor'smodel).

PHASE V:



ERROR CORRECTION: Provide a verbal model of the correct response and physicalguidance when necessary.



PROGRAM: LABELS OBJECTS WHEN DESCRIBED

SD: "I'M THINKING ABOUT SOMETHING/SOMEONE/SOMEPLACE. . ."

GUIDELINES: Take turns guessing what the other is thinking about by asking for andgiving clues/hints about a person, place, or thing.

STEPS:

1.Place a group of objects on the table in front of the child. State SD with a descriptionof an object. The child should point to and label the object described.

2.State SD and describe an object/person/place out of view. The child should label theobject/person/place described.

For example:INSTRUCTOR: "I'm thinking about something that you find on a farm."CHILD: "Is it an animal?"I: "Yes, it's an animal."C: "Is it a cow?"I: "No, it's not a cow."C: "Give me another hint."I: "Ask me what it says."C: "What does it say?"I: "Neigh."C: "Is it a horse?"I: "Yes!"

ERROR CORRECTION: Point to the object. Have the child ask for more clues/hints by modeling which questions s/he should ask in order to guess the item instructor isthinking about.

REINFORCEMENT: Verbal praise and one token. ____ tokens = tangible (i.e. food,drink, or toy) reinforcer of her/his choice.






GUIDELINES: Place an item on the table and hand the child a figure. State SD. S/heshould place the figure accordingly. For example, place a school bus on the table, hand

the child a horse, and state the SD: "Put the horse IN the school bus." S/he shouldrespond by putting the horse in the bus. Expressively follow-up with the SD: "WHEREIS THE HORSE?" The child should respond with the preposition "In the school bus."Vary the item and the figures presented across trials. Score only the Receptivecomponent.

IN ON TOPUNDER BEHINDIN FRONT NEXT TOBETWEEN ABOVEBELOW NEAR FAR FROM


SD: "GO ___(preposition)."

GUIDELINES: Place a large basket, box, etc. near the table, and instruct the child to place her/himself in, on, under, etc. the item. For example, SD: "Go UNDER the basket."S/he responds by sitting on the floor and holding the basket over her/his head.Expressively follow-up with SD: "WHERE ARE YOU?" The child should respond,"Under the basket." Score only the Receptive component.

IN ON TOPUNDER BEHINDIN FRONT NEXT TO

BETWEEN ABOVEBELOW NEAR FAR FROM

REINFORCEMENT: Verbal praise and one token for each correct response. ____ tokens = tangible reinforcer of her/his choice.

ERROR CORRECTION: Phase I: Manually guide the child’s hand to place the itemin the correct position, and provide a verbal model of the correct expressive response. Phase II: Physically guide the child to the correct location. And provide a verbal model of the correct expressive response.




SD 1: “WHERE IS (object) ?”SD 2: “PUT (preposition).”

GUIDELINES: Place the bus on the table or floor, in front of the child, with the front of the bus facing the child. Follow the stepslisted at each phase. Keep language limited to the exact SD and response stated in the specific step (e.g. Child should say “On Top.”

NOT “On top of box.”). Over exaggerate the prepositions when you present the child with the SD (e.g. “Put ON.”). Provide

behavior specific praise for each step (e.g. “Good for you saying, ON TOP.”). Only use items from the specified list below.

**Criteria for each phase is 90-100% over two consecutive data points to move to the next phase.

OBJECTS: blocks crayonsshoes carssmall books

PHASE I: (Matching object to object)GUIDELINES: Take a pair of items from the specified list. Place one of the objects in the targeted location and state SD,(e.g.Place one of the blocks in the bus and say, “Where is block?”). The child should respond with the correct preposition (e.g. “In.”).Give verbal praise and edible. Hand the child the second object from the pair and state SD 2 (e.g. Hand the child the matching blockand say, “Put IN.”). The child should put the object in the correct location, matching the item to it’s pair (e.g. The child places thesecond block in the bus next to the original block.). Vary the items you use for each trial.

PHASE II: (Matching object to object with distracter)GUIDELINES: Take a pair of items from the specified list plus one object (not from the list) to use as a distracter (e.g. Take 2

blocks and one ball.). Place one of the objects from the pair in the targeted location, (e.g. Place one of the blocks IN the bus.) thedistracter in another location, (e.g. Place the ball IN FRONT of the bus.) and state SD (e.g. “Where is block?”). The child shouldrespond with the correct preposition (e.g. “In.”). Give verbal praise and edible. Hand the child the matching item and state SD 2(Hand the child the block and say, “Put IN.”). The child should place the object in the correct location, matching it to it’s pair (e.g.The child takes the block and places it in the bus, next to the original block.). Vary the objects, distracter and position of distracter for each trial

PHASE III: (Placing object in location without visual model)

GUIDELINES: Follow the procedure used in PHASE II, Without a visual model to match the object to it’s pair.For example: Place a block in the bus and a ball next to the bus.SD: “Where is block?”R: “In”SD: “That’s right smart guy! It’s IN. (Instructor takes the block out from

the bus, hands it to the child and sates SD 2) Put IN.”R: The child places the block IN the bus.

REINFORCEMENT: Behavior specific praise and edible for each correct response

ERROR CORRECTION: Verbal model of the correct response. Physical guidance to place object in correct location.


PHASE I:



SD 1: “WHAT’S THIS?”

SD 2: “WHAT DOES IT BELONG WITH?”

GUIDELINES: Place 2/3 cards from different association sets (e.g. Shoe, toothbrush, hammer) out on the tablein front of the child. Hand the child one association card ( belonging to one of the sets on the table) and stateSD1 (e.g. “What’s this?”). The child will label the picture (e.g. “It’s a sock.”). Hand the child the card andstate SD2 (“What does it belong with?”). The child should match the card with the correct association and label

its pair (e.g. A sock belongs with the shoe.”).

PHASE II:

SD 1: “FIND THE PAIRS AND PUT THEM TOGETHER.”-or- SD 1: “FIND THE ONES THAT BELONG”-or- SD 1: “FIND THE ONES THAT GO TOGETHER.”

SD 2: “WHY DO THEY GO TOGETHER?”

GUIDELINES: Place 10-20 association cards on the table/floor in front of the child and state SD (e.g. Find theones that belong.”). The child should find the pairs and match them together. Once the child completes the task, point to a set of cards and state SD 2 (e.g. “Why do they go together?”). The child should responds with thecorrect association (e.g. They both go on my feet.”).

REINFORCEMENT: Verbal praise + 1 token for each correct response.

ERROR CORRECTION: Manually guide the child to match the card with it’s pair. Provide a verbal model of the correct response.

PROGRAM: TH SOUNDS

SD: “SAY_______”

GUIDELINES: Practice all words with TH blends in any position in the word.

Step 1: Touch tongue to top teethStep 2: Imitates TH sound



Step 3: Imitates words with TH in initial position of the word (e.g. Thank, three, thirty)Step 4: Imitates words with TH sounds in all positions of a word (e.g. with, weather, feather)Step 5: Uses correct articulation when producing TH words in conversation and everyday language.

REINFORCEMENT: Verbal praise and one token for each correct response. 10 pennies = tangible of hischoice.

ERROR CORRECTION: Model the appropriate tongue placement. Provide verbal model of correct pronunciation with an over exaggerated emphasis on target sound.

PROGRAM: ARTICULATION

SD: “SAY_______”

GUIDELINES: THStep 1: Touch tongue to top teethStep 2: Imitates TH soundStep 3: Imitates words with TH in initial position of the word (e.g. Thank, three, thirty) USING VISUALSStep 4: States word without model.Step 5: Imitates words with TH sounds in all positions of a word (e.g. with, weather, feather) WITH VISUALSStep 6: States TH words in all positions without model



Step 5: Uses correct articulation when producing TH words in conversation and everyday language.

GUIDELINES: L

Step 1: Touch tongue to roof of mouthStep 2: Imitates L soundStep 3: Imitates words with L in initial position of the word , USING VISUALSStep 4: States word without model.

Step 5: Imitates words with L sounds in all positions of a word , WITH VISUALSStep 6: States L words in all positions without modelStep 5: Uses correct articulation when producing L words in conversation and everyday language.

GUIDELINES: R

Step 1: Touch tongue to roof of mouthStep 2: Imitates R soundStep 3: Imitates words with R in initial position of the word , USING VISUALSStep 4: States word without model.Step 5: Imitates words with R sounds in all positions of a word , WITH VISUALSStep 6: States R words in all positions without modelStep 5: Uses correct articulation when producing R words in conversation and everyday language

REINFORCEMENT: Verbal praise and one token for each correct response. 10 pennies = tangible of hischoice.

ERROR CORRECTION: Model the appropriate tongue placement. Provide verbal model of correct pronunciation with an over exaggerated emphasis on target sound.

PROGRAM: SPELLING

GUIDELINES: Each word should run through PHASE I & II & III before moving on to the next word.Random is only run on PHASE III. PHASE I is just a preliminary step to teaching the task.

PHASE I:SD 1: “READ.” OR “WHAT DOES THIS SAY?”

SD 2: “MATCH.”

GUIDELINES: Have the board of letters on the table. Place an index card with the target word on it in front ofthe child and state SD1 (e.g. Place an index card with the word BALL written on it. Point to the index card andsay “Read.”). The child will respond by reading the word (e.g. “Ball.”). Provide verbal praise and state SD 2(e.g. “Excellent. Match.”). The child will choose the correct letters and match them to the target word, starting



with the first letter and finishing with the last (e.g. The child finds the letter B and places it under the B on theindex card, then A - L - L.).

PHASE II:SD: “SPELL (word).”

Expressive follow-up:SD: “HOW DO YOU SPELL (word)?”

GUIDELINES: Place the board of letters on the table in front of the child and state SD (e.g. “Spell ball.”). Thechild will respond by finding the correct letters and placing them on the table to form the target word (e.g. Thechild will find the letter B and place it down on the table, then A, then L - L.”). Provide verbal praise andexpressively follow-up (e.g. “How do you spell ball.”). The child should respond by correctly spelling the word(e.g. “B-A-L-L.”).

PHASE III:

SD: “HOW DO YOU SPELL (word)?”

GUIDELINES: No visuals are used in this phase. State the SD.. (e.g. How do you spell ball?”). The child willrespond by providing the correct spelling for the word (e.g. “B-A-L-L.”).

ERROR CORRECTION: Verbal model of the target word. Provide physical or gestural prompts to guide thechild to the correct letter. For PHASE II & III use the index card with the target word on it to prompt the childto spell the word.

REINFORCEMENT: Verbal praise and one token. ____tokens + tangible reinforcer of the childs choice.

PROGRAM: RETELLING BASIC EVENTS/SEQUENCES

STEPS:

1. Have the child place the cards in the correct order.2. The adult forms a basic narrative with the picture cards.3. The child will the retell the same basic narrative with the picture cards.

After the child has mastered producing the narrative with the card.4. have the child produce their own narrative based on the same overall theme with NO visual

cues5. Present the child with novel basic events and have him form cohesive sequences (or you can

use cartoons or Polaroid’s of familiar sequences)



ERROR CORRECTION: Ask the child questions regarding significant items he may have omittedand have him restate the story. If the child begins to deviate from the topic, interrupt him byasking questions regarding the story or remind him of the story he was telling before he wentoff topic (e.g. “That’s not what we were talking about. Remember you were telling me that thewoman was churning the butter and pouring the milk. Tell me about that again.”)

PROGRAM: MERSUL

FAZA I: Pozitia stand pe scaun

INDRUMARI: Copilul sta pe scaun cu spatele drept, privirea inainte, palmele pe genunchi,genunchii putin indepartati (2-3 cm). Talpile copilului sunt plantate pe sol, usor departate (2-3cm). Instructorul corecteaza pozitia copilului in scaun. Pozitia se mentine cateva secunde, apoicopilul este lasat sa stea independent, dupa care se reia pozitia corecta cu ajutor si se reducegradual ajutorul pana la adaptarea pozitiei corecte pe care copilul o poate mentine singur.

FAZA II: Pozitia de drepti

INDRUMARI: Copilul sta in picioare cu spatele drept si privirea inainte, genunchii drepti,talpile usor departate. Instructorul ajuta copilul sa apropie talpile progresiv pana cand copilul vasta cu calcaiele lipite si varfurile usor indepartate (1-2 cm). Deasemenea, copilul trebuie sa tinabratele intinse pe langa corp. Instructorul il ajuta pe copil sa se ridice din scaun tinandu-l debrate sau de trunchi. Copilul mentine pozitia de stand in picioare si cu privirea inainte. In caz de



progres se poate trece la executarea balansarii bratelor.

FAZA III: Mers pe urme

INDRUMARI: Copilul merge cu talpile plantate pe urme (aplicate sau desenate pe podea)desenate pentru 4-5 pasi, urmand apoi numarul acestora sa creasca progresiv pana la 10-12 pasi.

Copilul trebuie ajutat sa tina privirea inainte. Din stand pe scaun in stand in picioare, copilul vamerge cu sprijin privind inainte (spre unde trebuie sa ajunga: ex. un scaun). Treptat instructorulrenunta la sprijinul acordat si introduce balansul de brate (optional).

FAZA IV: Mers pe linie

INDRUMARI: Se renunta la urmele de pe podea si se traseaza o linie lunga de 4-5 pasi (aceastava ajunge progresiv la lungimea de 10-12 pasi). Din stand in scaun in stand in picioare, copilulmerge de-a lungul liniei tinand privirea inainte. Eventual copilul este ajutat sa foloseascabalansul mainilor.RECOMPENSA: Recompensa verbala si recompensa tangibila la alegerea copilului.

CORECTAREA ERORII: Instructorul ofera copilului ajutor fizic pentru a executa miscareacorecta.

PROGRAM: IMBRACA BLUZA

Recompensati si luati date incepand cu ultimul pas, urmatoarea secventa:

1.Copilul va lua bluza de marginea de jos



LISTA DE MISCARI DE MOTOR GROS

• ingenuncheaza

• se taraste

• merge corect

• merge cu spatele

• merge lateral

• alearga cu usurinta

• sta pe vine

• se rostogoleste pe o parte/lateral

• sare pe ambele picioare

• “galopeaza”

•

sare in fata/inainte/in lungime• sare jos (de la o anumita inaltime)

• sta intr-un picior

• loveste o minge cu piciorul pentru a o trimite la tinta

• arunca o minge de la piept sau “peste mana”

• arunca o minge “pe sub mana”

evaluari pap

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