Describing Special Features
In this example, we use matching and naming as a technique to teach students to describe special features that are specific to the situation.
Language
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Describing Location
In this example, we use a visual template as a technique to teach students to describe locations more specifically.
Explaining How to Do Something
For children with more advanced language, we can teach them to explain to others about how to do something. This increases the student’s opportunities to interact with other people and express what he wants.
Asking Advanced Questions
This program is designed to teach students to initiate questions in response to naturally occurring events. The goal of this program is to increase student’s awareness of his environment and actions that people are performing and provide a means of obtaining information.
Commenting in Play with Peers
Commenting skills in play can be taught successfully if we have our systematic plan. The goal of this program is for students to be able to demonstrate the skill in natural setting (without priming and also with peers).
Story-Making – Answering What’s Next
This program demonstrates the phases of developing story-making skill – answering what’s next. It is a crucial step in developing creativity. Through this practice, we will have a great number of opportunities, to teach students general knowledge and fantasy concepts, to shape their skills in logical reasoning, and to develop higher-level of describing skills.
Communication Temptation – Where are you going?
Question asking would be a good start to expand the variety of our students’ communication. The purpose of this program is to expand their communication variety and increase their awareness and curiosity to other people.
Delayed Conditional Instructions
This program is designed to teach students to complete an instruction that they are told to do at a later time when something (the condition) happens.
WH Questions (Who, What, Where)
This program teaches a student the listening skills to comprehend who, what, where, and what’s happening questions.
When
This program teaches a student the different temporal concept and the listening skills to comprehend when questions.
Multiple-Part Instructions
This program teaches students to follow instructions that involve 2-steps. Multi-part instructions refers to instructions that have a combination of verb, adjective, prepositions and nouns. The purpose of this program is to teach students to follow multi-part instructions which allow them to become more independent as well as increasing their information retaining skills.
Following Out of Chair Instructions
This is a following instructions program. The purpose of the program is to have students learn to go away from the therapy area to retrieve items and return back to their chair. It also works to develop the student’s memory, scanning skill and overall participation.
Commenting at Intermediate Level
This program begins to teach a student to initiate making comments.
First / Last
This program incorporates sequencing into student’s use of language, increase attention to the temporal relationship between events and improve recall.
What’s Next?
This program teaches a student the concepts of What’s Next. The goal is to increase the student’s social and environmental awareness as well as his/her logical reasoning and basic inferencing skill.
Fun Ways to Practice Expressive Labels
This program is designed to make learning labels more enjoyable and increase a child’s motivation to learn.
Gestures
This program teaches student to understand and use often-used gestures such as “stop” and pointing to communicate with others and to increase their ability to read social cues.
Communication Temptation – Seeking Help
The purpose of this program is to give opportunities for the student to learn to seek help from others when he/she is doing a difficult task.
Reporting Events in Sequence
Recalling events is a vital skill for our students to answer common conversational questions. This program is designed to increase memory and attending skills and provide means for the student to discuss previous activities and events. Ph1: Immediate Recall with Template and Pictures Ph2: Immediate Recall Activities without Template and Pictures Ph3: Recall Activities with […]
Asking Where
Asking questions is a vital skill for our children to solve problems and also increase their curiosity about their surroundings. This program is designed to teach the student to ask “Where” questions in multiple scenarios.
Communication Temptations: Directing
Directing other people to follow instructions is a major skill for our students to get what they want. This allows our students to understand that they can use language to “control” other people which increases their motivation to communicate verbally. This program is designed to teach the student to provide different instructions to different adults […]
Directing Others 2
This program is designed to teach the student to tell others what he/she wants him/her to do.
Absurdities
The objectives of this program are to develop awareness of environment, and comment on the absurdities they observed spontaneously.
What’s Missing
The objectives of this program are to develop awareness of environment, develop memory and comment on the environmental changes spontaneously.
Same vs Different
This program is more around looking at Why/Because or reasoning using same vs different as a concept. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
Same vs Different
This program teaches students the concept of same and different. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
Verbal Imitation: New Vocabularies and Sentences
In this video, you will see the student’s skill level prior to implementation of the program and how the therapist works with the student. You’ll also hear several tips from Toby.
Category 2: Ph6 Activity Based
In Phase 6, the therapist will be playing with the student, and ask questions that involve information about categories.
Category 2: Ph5 Identifying Multiple Items in One Category without Visual Prompt
In Phase 5, the student is asked to retrieve multiple items in one category without visual prompt.
Category 2: Ph4 Identifying Multiple Items in One Category with Visual Prompt
In Phase 4, the teacher will show an example of a category, the student is asked to identify multiple items in one category with visual prompt.
Category 2: Ph3 Receptive Identify the Category
In Phase 3, the teacher will say the specific item of a category, the student is asked to identify the more broad category in their response.
Category 2: Ph2 Receptive Identify the Object
In Phase 2, the student is asked to find an item that fits the category asked for by the therapist.
Category 2: Ph1 Matching
In Phase 1, the student is taught to match objects to other objects by category.
Category 2: Baseline
In this video you will see the student being unable to retrieve the correct item that fits the category asked for by the therapist.
Describing Actions (Verb + Object): Ph4 Describing In-vivo Actions
This phase is designed to teach a student to describe what he sees in picture. When the student’s performance is consistent, he is asked to describe things that are occurring right in front of him.
Describing Actions (Verb + Object): Ph3 Fading the Prompting Board
This phase is designed to teach a student to describe someone’s actions without the help of visual prompts.
Describing Actions (Verb + Object): Ph2 Describing Actions with Prompting Board
With a discrimination piece added into the trials, this phase is designed to teach a student to describe someone‘s actions with the help of visual prompt.
Describing Actions (Verb + Object): Ph1 Teaching on Using The Prompting Board
This phase is designed to teach a student, using a board and two picture cards, to describe someone‘s actions with the verb and the object.
Double Retrieval 2: Ph3 Practice in Activity
This phase teaches students to retrieve the second item during a game or activity.
Double Retrieval 2: Ph2 With Time-delay Prompts and Finally Prompts Faded
This phase teaches students to retrieve the second item just before the student has gotten the first. Then as the student is successful the delay between the 2 objects is faded. Stevens also discuss how to use a rehearsal/recall prompt.
Double Retrieval 2: Ph1 Retrieve One Item at A Time
This phase teaches students to retrieve the second item immediately after getting the first item.
Double Retrieval 2: Baseline
In this video you will see the student being unable to retrieve both items.
Describing Colors: Ph5 Application
This phase teaches students to use a color + object phrase to make a request.
Describing Colors: Ph4 Without Prompting Board
This phase teaches students to say a color and a noun together without using the picture board.
Describing Colors: Ph3 Fading Prompting Board
This phase teaches students to say a color and a noun together. The picture board is used, but the spaces are left blank.
Describing Colors: Ph2 With Prompting Board
This phase teaches students to say a color and a noun together. To facilitate the student’s speaking, a 2-part picture board for the student to complete is used.
Describing Colors: Ph1 Expressive Identify Color
This phase teaches students to say a color while using a picture card to know how many sounds he needs to say.
Spontaneous Commenting: Ex.3 Commenting – Book
In Exercise 3, the teacher is reading a book with the student. The student will share with the teacher when he sees something that he’s interested in.
Spontaneous Commenting: Ex.2 Commenting – Cards
In Exercise 2, the teacher is having a card activity with the student. The student needs to label what’s on the card when the teacher flips the card over.
Spontaneous Commenting: Ex.1 Commenting – Animal
In Exercise 1, the teacher is having a farm activity with the student. The student needs to label the animals that he picks out of the bag in order to retrieve it.