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.
Object Manipulation With Sound: Ph3 Generalization in Other Activities
This phase teaches students to use this skill combination in a play circumstances while the therapist providing guidance on how to do that.
Object Manipulation With Sound: Ph2 Cooperate The Learned Sound With Imitation Of Object
This phase teaches students to pair the sounds with the objects by following the therapist’s demonstration.
Object Manipulation With Sound: Ph1 Teach The Sound Separately
This phase teaches students to make a certain number of sounds that can be used later as part of the play.
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.
Describing Actions 2: Ph4 Application
This phase teaches a student to comment in more natural conditions. Stevens provides several teaching tips.
Describing Actions 2: Ph3 Practice Around The Office
This phase teaches a student to “comment” in less structured situations by doing the teaching in different locations.
Describing Actions 2: Ph2 Describe Actions Without Materials
This phase teaches a student to point to and imitate the actions of another person under structured conditions. These actions do not involve objects.
Describing Actions 2: Ph1 Describe Actions with Materials
This phase teaches a student to point to and imitate the actions of another person under structured conditions. These actions involve objects.
Describing Actions 2: Baseline
This video shows the student’s skills before teaching.
Expressive Labels 2: Ph3 Discriminate in Unpredictable Tasks
This phase teaches a student to label an object when the task is mixed with other tasks including labels.
Expressive Labels 2: Ph2 Introduce More Discriminations
This phase teaches a student to label an object when the task is mixed with other tasks.
Expressive Labels 2: Ph1 Practice Different Words in Separate Tasks
This phase provides a student with many opportunities to practice, with a gradually faded model, a label in a fun way.
Saying sounds associated with pictures: Ph5 Fade The Prompt
This phase is designed to teach a student to say the blend without any text prompts.
Saying sounds associated with pictures: Ph4 Blend Two Sounds to One Word
This phase is designed to teach a student to say a blend (two sounds consecutively) while being shown the picture that corresponds to the two sounds.
Saying sounds associated with pictures: Ph3 Say The Sounds Independently
This phase is designed to teach a student to say the sound on their own without needing to imitate the therapist.
Saying sounds associated with pictures: Ph2 Imitate and Say The Sounds After Therapist
This phase is designed to teach a student to imitate a sound while showing that student a corresponding card.
Saying sounds associated with pictures: Ph1 Listen and Identify The Sounds
This phase is designed to teach a student to retrieve a card that corresponds to a particular sound.
Location: Ph3 Practice in Activity
This phase is designed to teach a student to go to different locations to collect the water balloons in an activity.
Location: Ph2 Receptive Instruction (Location Without Card)
This phase is designed to teach a student to go to the mentioned location independently.
Location: Ph1 Receptive Instruction (Location With Card)
This phase is designed to teach a student to match the picture of a location to the actual location.
Non-Verbal Yes/No: Ph3 Nodding to Indicate He Wanted The Item
This phase is designed to teach a student to use the head movements as the therapist fades their modeling further.
Non-Verbal Yes/No: Ph2 Shaking His Head to Reject/Deny an Item
This phase is designed to teach a student to use the head movements as the therapist fades their modeling.
Non-Verbal Yes/No: Ph1 Nodding/Shaking His Head with Imitation
This phase is designed to teach a student to imitate shaking and nodding of the head.
Oral Motor Imitation 2: Ph3 Gradually Fade The Props
This phase is designed to teach the student to stick his tongue out without any prompts or props.
Oral Motor Imitation 2: Ph2 Gradually Increase The Distance Between The Props and The Mouth
This phase is designed to teach the student to stick his tongue out by gradually increase the distance between the props and the mouth.
Oral Motor Imitation 2: Ph1 Props Presented Close to The Mouth
This phase is designed to teach the student to stick his tongue out by putting a prop close to his mouth.
Using Pointing to Indicate Preferences: Ph3 Application – Choosing His Reinforcer After Work Round
The student is taught to indicate his preferred reinforcer by pointing at it during a natural setting.