Awareness Game – Treasure Hunt: Ph3 Application with Peer
This phase is designed to teach a student to play the game with his peer, where they will rotate to find and hide an item.
Awareness Game – Treasure Hunt: Ph2 Hiding The Items
This phase is designed to teach a student to hide an item. At first, the therapist will tell the student where to hide the item, and after that, the student will decide himself.
Awareness Game – Treasure Hunt: Ph1 Finding The Items
This phase is designed to teach a student to find an item immediately after it was hidden in front of him. Over time with practice, the duration and distances of hiding the item increase.
Visual Perspective Taking: Ph3 Application In Daily Activities
This phase is designed to teach a student to show a picture to other teachers who are sitting in a circle. Subsequently, the student is taught to prevent others from seeing his cards in a natural game. Stevens discusses future phases.
Visual Perspective Taking: Ph2 Student Identifies What Different People Can See
This phase is designed to teach a student to identify whether someone can see a picture without needing to take the person’s position.
Visual Perspective Taking: Ph1 Students Understands Different Persons Sees Differently When in Different Positions
This phase is designed to teach a student that a person will see something different depending on their position by having him stand with others in a different location. Related Materials:
Social Engagement – Eye Contact Temptations: 4 Examples
This video demonstrates examples to help students to make more eye contact with others.
Responding to His Name: Ph5 Natural Setting
This phase teaches the student to respond to his name being called in a natural situation.
Responding to His Name: Ph4 Practice in The Playground; Therapist Calls His Name
This phase teaches the student to practice skills in the playground. When the student responds to his name being called, the therapist will do something fun with the student.
Responding to His Name: Ph3 In Therapy Room; Engaged in Preferred Activity
This phase teaches a student to look at the therapist when he is engaging in a preferred activity. When the student responds to his name being called, the therapist will give him additional toys to make the activity more fun.
Responding to His Name: Ph2 In Therapy Room; Engaged in Slightly Preferred Activity
This phase teaches a student to look at the therapist when he is engaging in a slightly preferred activity. When the student responds to his name being called, he will receive something that he’s more preferred.
Responding to His Name: Ph1 Teaching Under Structured Setting; Not Engaged in Activities
This phase teaches a student to look at the therapist when the therapist calls him in a structured setting. When the student responds to his name being called, he will earn a reinforcer.
Responding to His Name: Baseline
This video shows the student’s skills before implementing the program.
Social Engagement – Asking Therapists for Help: Ph2 Coming To Therapist For Help
This phase is designed to teach the student to walk a distance to the teacher to ask for help.
Social Engagement – Asking Therapists for Help: Ph1 Developing Interests In The Activity
This phase is designed to develop student’s interest in the activity by having the therapist to play with the ball in fun ways.
Passing The Ball: Ph2 Practice with Peers
This phase is designed to teach a student to play with a peer.
Passing The Ball: Ph1 Practice with Adults (Understanding Contingency)
This phase is designed to teach a student to pass the ball to another therapist.
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.
More Social Relatedness Activities: Playing on the Slide: Ph2 Playing with peers
This phase is designed to teach a student to build the path with a peer.
Increasing Social Awareness Using Delay Instructions: Passing the Message
This strategy is designed to teach a student to pass a message to another person upon seeing that person. Plus Toby gives some tips.
Increasing Social Awareness by Using Delay Instructions: Noticing When Somebody Appears
This strategy is designed to teach a student to be more aware when someone comes into the room and make judgements about whether or not he needs to talk to that person.
More Social Relatedness Activities: Playing on the Slide: Ph1 Playing with adult
This phase is designed to teach a student to build the path with an adult.
Observational Learning: The Magic Game
This game is designed to teach a student to watch the other students to learn what to do and what sounds animals make, while also watching the teachers to learn how to run the game.
Passing the Ball with Towel: Ph3 Playing With Peers
This phase is designed to teach a student to play with a peer.
Social Relatedness Activities: Ph5 Playing Puzzles with Peers
This phase is designed to teach a student to play the puzzle game with a peer.
Sustaining a Conversation: Ph5 Conversation with Peers
This phase is designed to teach a student to have a conversation with a peer.
Initiating Play: Ph5 Initiate Play With Peer When Finished the Task
This phase is designed to teach a student to seek a peer to play with him.
Passing the Ball with Towel: Ph2 Invite Another Adults to the Activity
This phase is designed to teach a student to ask another adult to join him to play.
Passing the Ball with Towel: Ph1 Practice with Adults
This phase is designed to teach a student to carry a ball in a towel with another therapist.
Competition: Ph6 Competition in Learning Tasks – Multiple Rounds
This phase is designed to teach a student that he/she must answer more questions than an adult.
Competition: Ph5 Competition in Learning Task – Single Rounds
This phase is designed to teach a student that he/she must answer questions quickly than an adult during a lesson.
Competition: Ph4 Competition in Games – Single Round
This phase is designed to teach a student that he/she must complete a more complex race quicker than an adult.
Competition: Ph3 Simple Activities – Single Round
This phase is designed to teach a student that he/she must build a model quicker than the adult.
Competition: Ph2 Simple Tidy-Ups
This phase is designed to teach a student that he/she must tidy up Legos quicker than the adult.
Competition: Ph1 Running Race – Single Round
This phase is designed to teach a student that he/she must race to a chair before an adult gets there in order to get the snack.
Keeping Appropriate Social Distance: Ph4 Practice without Priming
This phase is designed to teach a student to keep appropriate social distance in a more challenging situation without a reminder.