Evaluation Board for Perspective Taking Program
Teaching objectives:
- Teach a student that a person will know things through their senses
- Teach a student to understand what he/she knows versus what someone else knows
- Teach a student to understand that we all have perspectives
- Build the requisite skills for responding to others’ perspectives
Prerequisites:
- Joint attention
- Comprehension
- Cause and effect (including how one comes to “know” something)
- Able to discriminate five different senses that will lead to a person know something or not
How to use this material:
This evaluation board can be implemented by parents or can be used by students as a self-monitoring board.
Parents need to set up a variety of situations involving a range of sensory modalities. It can be involving single or multiple senses in one situation. Then, have the student experiencing a specific activity causing him/ her to “know something”.
For parents-implemented board:
- Put the evaluation board in front of the student and ask if he/she know something and how does he/she know it?
- Go through each sense with students on the evaluation board.
- Parents will put a tick next to icon (sense) on the evaluation board indicating that this sense is the reason why the student “knows something”.
- Parents will put a cross next to icon (sense) on the evaluation board indicating that this sense is NOT the reason why the student “knows something”.
Self-monitoring board for student:
- Put the evaluation board in front of the student and prime him/her that he/she needs to tell the answer independently with the use of the evaluation board.
- Student needs to spontaneously put a tick
next to icon (sense) on the evaluation board indicating that he/she “knows something” because of that sense. - Student needs to put a cross next to icon (sense) on the evaluation board indicating that this sense is NOT the reason why the student “knows something”.
- Tell parents which sense(s) lead him/her to knows something.
Hints:
- Level of difficulties can be increased by involving multiple senses in one situation.
- Then move on to have the student observes someone in the situation causing that person to “know” something (Student doesn’t need to be involved in the activity).
- Apart from doing role play, practices can be done with story books and cartoon videos.
- Fade the step of putting ticks and crosses on each senses when students are more familiar with the role play practices. You might just put the prompt card with all senses on it without those ticks and crosses. Prime the student before the practice begins.
