Ideas for Objects you can use to teach various attributes:
Big/Little - balls, socks, blocks, buttons, shoes, stones, Beanie babies, Oreo cookies & "minis", serving spoon / teaspoon, balloons, milk cartons
Long/Short - straws, pencils, pipe cleaners, lego blocks, chalk, pictures of different hairstyles, yarn / string, 6" & 12" ruler
Wet/Dry - washcloths, cotton balls, paper towels, sponges, socks, bath toys
Shapes - round / square block, shaped crackers, shape sorter shapes, cookies cut into shapes
New/Old - crayons, sponges
Color - blocks, buttons, socks, crayons, pipe cleaners, legos, rainbow goldfish,skittles, m&ms
Hard/Soft - play dough (leave one piece out to harden), sponges, nerf football (one soft, one hard), action figure and plush counterpart, bread crumbs / croutons, hard ball / pompoms, hard/soft visor hats
Rough/Smooth - stones, wallpaper samples, fabric squares, fingernail file (both sides), sandpaper (both sides), velcro (both sides)
Tall/Short - toy giraffes, block towers, paper cups, paper towel/toilet paper rolls
Thick or Fat/Thin - books, bread slices, sandwiches, candles
Fast/Slow - ideas?
Heavy/Light - identical containers, one full and one empty
for light: balloon, cottonball, feather
for heavy: medium size stone, heavy mug, pretend bag of "groceries"
Clean/Dirty - socks, cotton balls, play dough
Hot/Cold - water
Empty/Full - cups, dishes, bottles, bags of chips, candy bag
Open/Closed - doors, drawers, windows, boxes, envelopes, markers, doors on toy car, books, purses, lunch boxes
Sweet/Sour - sweet: candy, marshamallows; sour: pickles, lemon juice, grapefruit
Straight/Bent - straws, pipe cleaners, wire
If you have an idea for this task that you would like to share, please add a Comment. Thank you!
Wednesday, March 28, 2007
Saturday, March 17, 2007
C34, G6 - Actions
Here is a starter list of actions to teach:
baking, bending, breaking, building
carrying, catching, chasing, clapping, cleaning,
climbing, coloring, cooking, crawling, crying
dancing, digging, drawing, drinking, eating
falling, fishing, flying, following
giving, hiding, jumping, kicking
laughing, leaving, listening, looking
making, mowing, opening
painting, peeling, playing, pulling
pushing, putting away
raining, reading, riding, rolling, running
sharing, singing, sitting, sleeping
sliding, smelling, smiling, snowing
spilling, splashing, standing, swimming, swinging
talking, throwing, walking, waving
If you have an idea for this task that you would like to share, please add a Comment. Thank you!
baking, bending, breaking, building
carrying, catching, chasing, clapping, cleaning,
climbing, coloring, cooking, crawling, crying
dancing, digging, drawing, drinking, eating
falling, fishing, flying, following
giving, hiding, jumping, kicking
laughing, leaving, listening, looking
making, mowing, opening
painting, peeling, playing, pulling
pushing, putting away
raining, reading, riding, rolling, running
sharing, singing, sitting, sleeping
sliding, smelling, smiling, snowing
spilling, splashing, standing, swimming, swinging
talking, throwing, walking, waving
If you have an idea for this task that you would like to share, please add a Comment. Thank you!
Tasks C17-18, G9 - Body Parts
Visit www.preschoolbystormie.com/sgrossmotor.html for several body part identification activities.
Play "Hokey Pokey"
Sing My Fingers Are Starting To Wiggle
(Tune: The Bear Went Over the Mountain)
My fingers are starting to wiggle,
My fingers are starting to wiggle,
My fingers are starting to wiggle,
Wiggle all around. (substitute other body parts)
Play with a Mr. Potato Head - see: www.autismteachingtools.com/page/bbbbhb/bbbbmh
1. Play the “Touch Your Nose” game by having the students imitate the teacher’s actions. It may be easier for them to identify the teacher’s nose at first, rather than their own. Use a mirror to play “Touch Your Nose”. Have students find their noses and point to them in the mirror. Continue with other body parts.
2, Provide students with the outline of a face and pictures of the major facial parts (i.e., eyes, nose, mouth, ears). Instruct students to choose and place each picture appropriate on the face.
4. Play “Simon Says” with directions to touch specific body parts.
5. Use a full length mirror to explore body parts and their position on the body in relationship to another body part, (e.g., which is closer to the neck, fingers or toes?).
6. Have students lie down on the floor that has been covered with large sheets of paper. Trace students’ bodies and have them show body parts as requested on their own bodies and on the paper bodies. (source for the above ideas unknown... if you know, add a Comment)
Sing and move to "Head and Shoulders, Knees and Toes". Add this verse:
Ankles, elbows, feet and seat, feet and seat,
Ankles, elbows, feet and seat, feet and seat,
And hair and hips and chin and cheeks,
Ankles, elbows, feet and seat, feet and seat.
Sing the body part songs from: www.preschooleducation.com/sbody.shtml
A list of body parts to teach: ankle, arm, back, buttocks, cheek, chest, chin, ears, elbow, eyes, eyebrow, finger, fingernails, foot/feet, forehead, hair, hand, head, heel, hip, jaw, knee, legs, lips, mouth, neck, nose, shoulder, stomach, teeth, thigh, throat, toes, tongue, thumb, tummy, waist, wrist.
Receptive commands: show me ..., touch ..., where is ..., point to ..., tickle your ..., tap your ..., scratch your ..., can you find ..., do you see a ..., find the ...
If you have an idea for this task that you would like to share, please add a Comment. Thank you!Task C14, 15, 23, 24 - Receptive Selection
The following excerpt is from my files. I don't know the original source. If you can identify the web source, please email me. Thank you.
"KEY – MAKE TACTING MEANINGFUL
The goal should be the child’s ability to tact each item in several contexts with several pictures, real objects, and under the guidance of several people in her environment, both in intensive trial and natural environment settings. If not, you are only teaching her tacting skills and not educating her toward recovery. I would rather have a child who fully understands and can effectively tact 10 items throughout her day than a child who can tact 1000 items but only reliant on the specifics of how those tacts were taught.
If you haven't, due to circumstance or time, been able to teach the skill of tacting across all of these conditions before moving on to the more difficult skill of TFFC's , the child is likely learning what is necessary in the ITT setting, only to get to your offered reinforcement and is not finding a personal reason or benefit to learning to tact. Not only will this cause the tacting to be slow going but the process of TFFC's is going to be even slower as the concept is more difficult.
I often think back to something Juliet Burk once wrote in an email which i have saved."Did it really take a month to teach what a microwave was? I remember the frustration of taking Evy into the kitchen and asking him to show me the microwave. Over and over, he would smile at me and walk toward something, hoping to see me smile and indicate that he was walking the right way. Day after day, I pointed it out and it just wouldn't stick! Then the moment a light bulb went off (in my head, not his), and I handed him a bag of microwave popcorn and said, "Put it in the microwave." He smiled and wandered. I led him over to it, we popped it together and ate. We did it the next day, and the third day, he knew where the microwave was. The joy! A microwave!"
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
"KEY – MAKE TACTING MEANINGFUL
The goal should be the child’s ability to tact each item in several contexts with several pictures, real objects, and under the guidance of several people in her environment, both in intensive trial and natural environment settings. If not, you are only teaching her tacting skills and not educating her toward recovery. I would rather have a child who fully understands and can effectively tact 10 items throughout her day than a child who can tact 1000 items but only reliant on the specifics of how those tacts were taught.
If you haven't, due to circumstance or time, been able to teach the skill of tacting across all of these conditions before moving on to the more difficult skill of TFFC's , the child is likely learning what is necessary in the ITT setting, only to get to your offered reinforcement and is not finding a personal reason or benefit to learning to tact. Not only will this cause the tacting to be slow going but the process of TFFC's is going to be even slower as the concept is more difficult.
I often think back to something Juliet Burk once wrote in an email which i have saved."Did it really take a month to teach what a microwave was? I remember the frustration of taking Evy into the kitchen and asking him to show me the microwave. Over and over, he would smile at me and walk toward something, hoping to see me smile and indicate that he was walking the right way. Day after day, I pointed it out and it just wouldn't stick! Then the moment a light bulb went off (in my head, not his), and I handed him a bag of microwave popcorn and said, "Put it in the microwave." He smiled and wandered. I led him over to it, we popped it together and ate. We did it the next day, and the third day, he knew where the microwave was. The joy! A microwave!"
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
Tuesday, March 13, 2007
Task B10-14 - Puzzles
Cut old Christmas cards into puzzles.
Go to: www.preschoolbystormie.com/dchristmas.html
Yard sales are a wonderful source for cheap but good quality puzzles!
If you have an idea for this task that you would like to share, please add a Comment. Thank you!
Go to: www.preschoolbystormie.com/dchristmas.html
Yard sales are a wonderful source for cheap but good quality puzzles!
If you have an idea for this task that you would like to share, please add a Comment. Thank you!
Task B20 - Picture Sequences
Use familiar children's storybooks.
Go to: www.preschoolbystormie.com/learncentrs2.htm
Take pictures of siblings or friends doing a task. For example, get the popcorn...put in microwave...pour in bowl...eat....then another sequence can be, eat popcorn...empty bowl...put bowl in sink...wash hands. Original source unknown.
Take pictures of the individual steps to complete a task. For example, take a picture of functional play activities like block design using one-block then two-block, or a doll getting dressed, pieces of a puzzle, pieces of a train or car track, making a sandwich, etc. Routines can be used to teach the routine steps while teaching sequencing skills. Or try a comic strip sequence from the newspaper. Original source unknown.
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
Go to: www.preschoolbystormie.com/learncentrs2.htm
Take pictures of siblings or friends doing a task. For example, get the popcorn...put in microwave...pour in bowl...eat....then another sequence can be, eat popcorn...empty bowl...put bowl in sink...wash hands. Original source unknown.
Take pictures of the individual steps to complete a task. For example, take a picture of functional play activities like block design using one-block then two-block, or a doll getting dressed, pieces of a puzzle, pieces of a train or car track, making a sandwich, etc. Routines can be used to teach the routine steps while teaching sequencing skills. Or try a comic strip sequence from the newspaper. Original source unknown.
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
Task B19 - Seriation
Use paint chips from your local home improvement store. Make sure that the variations in color are discernable ... try the task out on a friend first. You could also try wrapping popsicle sticks with various shades of embroidery floss.
Seriate various sizes of buttons that are the same color and shape.
For an idea on seriating Heavy to Light
Go to: www.preschoolbystormie.com/learncentrs3.htm
Draw your own seriation pictures of a stick figure, flower, box, happy face, tree, sun, etc
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
Seriate various sizes of buttons that are the same color and shape.
For an idea on seriating Heavy to Light
Go to: www.preschoolbystormie.com/learncentrs3.htm
Draw your own seriation pictures of a stick figure, flower, box, happy face, tree, sun, etc
If you have an idea for this task that you would like to share, please Email Me at cresanna@hotmail.com or add a Comment. Thank you!
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