When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex3
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex2
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex1
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex3
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex2
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex1
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.
Advanced Competition: Ex.3 Earning the Most Points
This activity is designed to teach a student to compete in a point-based game.
Advanced Competition: Ex.2 Specific Goals
This activity is designed to teach a student to compete to accomplish a particular goal (not speed-based).
Advanced Competition: Ex.1 Collaborative Tasks or Games
This activity is designed to teach a student to work cooperatively in a game. This example involves taking turns in a relay race.
How to Play Different Games (with Joining in): Ph4 Join in Peer’s Play
This phase is designed to teach a student to join a new game involving a peer and adult after an observation period.
How to Play Different Games (with Joining in): Ph3 Fade the Priming & Describing; Game Rules Changed during the Game
This phase is designed to teach a student to join a new game after an observation period and without any guidance from the therapist.
How to Play Different Games (with Joining in): Ph2 with Describing; Describe All the Rules After Demonstration
This phase is designed to teach a student to describe the game following a demonstration. There will be less guidance than the previous phase.
How to Play Different Games (with Joining in): Ph1 with Priming; Describe After Every New Rule during Demonstration
This phase is designed to teach a student to describe each role and rule in the game following a reminder, and then the student will summarize the game. After explaining the game, the student can play.
Observational Learning Multiple Parts of Information: A More Advanced Observational Program
This video demonstrates how to initially prime/prompt the student to remember and then fade the assistance. The therapist also demonstrates how and when to insert questions.
Sustaining a Conversation: Ph5 Conversation with Peers
This phase is designed to teach a student to have a conversation with a peer.
Sustaining a Conversation: Ph4 Conversation Practice with Visual Reminders
This phase is designed to teach a student to practice conversations using the 3 previously taught skills.
Sustaining a Conversation: Ph3 Practice Specific Conversation Skills – Asking Questions
This phase is designed to teach a student to ask questions with some written prompts.
Sustaining a Conversation: Ph2 Practice Specific Conversation Skills – Sharing
This phase is designed to teach a student to share their experiences via modeling, explanation, and encouragement from the therapist.
Sustaining a Conversation: Ph1 Practice Specific Conversation Skills – Answering Question
This phase is designed to teach a student to answer questions about a topic that is interesting to him/her.
Social Category: Ph5 Naming
This phase is designed to teach a student to generate names of people who belong to different categories.
Social Category: Ph4 Generating Ideas
This phase is designed to teach a student to generate names of people who belong to different categories after being given examples.
Social Category: Ph3 Identification
This phase is designed to teach a student to say the category that a person belongs to without relying on written labels for clues.
Social Category: Ph2 Expressive
This phase is designed to teach a student to say the category that a person belongs to by transitioning from matching.
Facial Expression – Like/Dislike: Ph5 Identify Preferences
This phase is designed to teach a student to identify a therapist’s preferences so that he/she can select a game to play that they both would like.
Facial Expression – Like/Dislike: Ph4 Identify Others
This phase is designed to teach a student to offer an item to a therapist and determine whether or not he/she likes it. If he/she likes it, then the student should give the item. If he/she does not like it, then the student should offer an alternative.
Facial Expression – Like/Dislike: Ph3 Introduce Toys
This phase is designed to teach a student to determine whether or not the therapist likes a toy/snack.
Facial Expression – Like/Dislike: Ph2 Subtle Facial Expression & Body Gesture
This phase is designed to teach a student to discriminate more subtle facial expressions and body language during structured practice.
Facial Expression – Like/Dislike: Ph1 Discrimination
This phase is designed to teach a student to discriminate facial expressions during structured practice.
Scared: Ph4 Natural World
This phase is designed to teach a student to spontaneously use expressions of emotions during natural circumstances.
Scared: Ph3 Saying How He Feels
This phase is designed to teach a student to make a choice from pictures regarding how he feels during activities that elicit different emotions.
Scared: Ph2 Discrimination
This phase is designed to teach a student to answer the question “How do you feel?” during an activity that elicits fearful and happy feelings.
Scared: Ph1 Setup Situation
This phase is designed to teach a student to link the feeling with the word using a picture during a structured activity.
Emotions: Ph4 Label Identities
This phase is designed to teach a student to label faces in actual people in a structured activity, initially with picture clues and then without clues.
Emotions: Ph3 Label Pictures
This phase is designed to teach a student to label faces in pictures.
Emotions: Ph2 Matching & Sorting
This phase is designed to teach a student to match (and later sort) faces with more options.
Emotions: Ph1 Non-identical Matching
This phase is designed to teach a student to match faces by their emotion.