This task is designed to teach the student to make requests.
This task is designed to teach the student to switch between two different requests.
This phase teaches the student to answer the questions without a prompt.
This phase teaches the student to answer the different questions while using a written prompt.
This phase teaches the student to understand the wh- words as categories.
Toby explains how this simple activity is effective for teaching directing.
This activity is a structured game that gives a student frequent opportunities to issue varied directions.
This phase teaches the student to ask the question under more natural circumstances.
This phase teaches the student without a prompt a motivating contingency for asking the question.
This phase teaches the student with a prompt a motivating contingency for asking the question.
Toby gives some tips as the student works through an example created to have him ask for help.
Toby explains the prompting during a playful directing activity.
This activity is a simple game for a student to give multiple instructions.
This activity sets up a situation where the student will have to ask how multiple times.
This activity highlights the need for a therapist to wait to prompt in order for a student to really not know what to do.
This activity is designed to teach a student to ask “How” when he does not know what to do to complete a desired task.
The student is given an instruction without enough information. He must ask where a person and object is so that he can play.
Toby gives some tips as the student works through several examples created to have him ask “What are you doing?”