Topic “Individual”  

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences:

Clean teeth: get toothpaste, open lid, get brush, squeeze toothpaste onto brush, put lid back onto toothpaste, brush teeth, spit out, put brush under water, repeat, clean brush, put brush away.

Wash hands: turn on tap, rinse hands, put soap on hands, scrub hands, rinse under water, turn tap off, dry with towel.

Brush hair: get brush, brush hair, put brush away.

Deodorant: get deodorant, take off lid, spray at appropriate area, put lid back on, put away.

1. Carry out the sequence without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the student to do the sequence, showing them a picture for each part of the sequence as they do it;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of scrubbing your hands before the tap is turned on/before you have the soap, try to do this - but appear confused when this doesn't work.

Use a small box or bag to collect toys which target different sensory areas

e.g.

Auditory (noisy toys) toys (rattles, squeakers, shakers, musical items, drums etc.)

Visual toys (flags, streamers, Slinkies, spinners, bubbles, flashing items, torches, pop-up toys, windmills etc.)

Tactile toys (toys that feel different) (balls of different textures to squeeze, brushes of different textures to be tickled with, materials e.g. velvet, sandpaper, feathers, pots of rice/macaroni to feel, Play dough to squeeze/cut )

Scented toys (play dough, Plasticine, some rubber toys)

1. Collect some toys from each of the sensory categories described.

2. Store the toys in a container which you use only for this specific activity and is otherwise stored away from children.

3. Find a quiet comfortable place to work either at a table or on the floor. Try to make sure the child cannot easily run off or get distracted.

4. Make a show of shaking the suitcase and seeming happy about the approaching activity.

5. Take out two toys from different sensory categories and place them in front of the child - note which category of item the child chooses/reaches for and put the other item back in the suitcase.

6. Allow the child a short time to enjoy the item chosen then say 'Your name's turn' (e.g. "Mary's turn") and gently but firmly take the item for your turn.

7. Use the toy for a short time then offer it the child again. Say 'Child's name's turn'.

8. Repeat a few times but stop before the child gets bored.

9. Start the process again by offering the child a choice of toys from two different sensory categories and then follow the turn taking routine.

10. Continue with the activity for approximately 10 minutes - stop before the child gets bored.

11. Store the sensory suitcase in a secure place until the next session.

Use a selection of the following:

Paint pots and brushes, felt tips, computer painting programme, pots with different coloured bits of paper to stick and a sheet of paper.

Use, for example, one of the following sets of items:

Sand tray with spades, pots etc.

Water tray with pots, sieves, pourers etc

Rice tray with pots and pourers etc

Newspaper or children's paper or magazine

Large sheet of paper

Pens

Choose a page of a newspaper or children's paper, or cut out some stories from a newspaper. (You could also do this on line if you have access to a computer. It is very motivating for the children!)

Choose stories that will prompt discussion and are not simple right / wrong issues.

Put the main person in the story in a circle in the middle of a page. Draw lots of lines out of the circle, and think of different things the person could do. Have each child circle the one they think they would suggest . Help the children think about what will happen if the person takes their advice.

Cards to write situations on.

Paper

Pens

Short video clips from children's programmes

Alien puppet or picture.

Cards to write situations on.

Everyday situations at school and home.

LDA what's wrong social sequencing cards.

Paper or whiteboard

Pens

Describe and look for things and actions in story books and pictures.

pictures with paper clips attached, magnetic fishing rods, 'pond' e.g. a flat box

Put cards in the box, take turns to fish for a picture, say/sign what is fished out.

Eight picture cards, small piece of paper with a fish drawn on it

Pictures of everyday objects, background pictures (Black Sheep Sentence Builder and Narrative Packs have some good ones)

Pictures of everyday objects from class and outside. A blank jotter book

Pictures of everyday objects from class and outside

• Digital camera
• Velcro
• Laminated sheet of paper
• Stickers
• Laminated symbols for  ‘Hello’

If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.

1. Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’.
2. Explain to the people you have selected that the child is learning to greet another person and there are a number of steps to this.
3. Explain that the child will get a sticker reward for starting to say ‘hello’.
4. Ask the people you have selected to respond to the child’s greeting by making eye contact and saying ’hello’ with a welcoming gesture.
5. The steps for greeting include:
• Stopping
• Looking
• Gesturing
• Handing over a symbol of ‘Hello’
• Saying/signing ‘Hello’
6. Take photos of the people you want the child to greet and laminate.
7. Put the photos on a laminated sheet of A4 paper using velcro.
8. Next to each photo velcro on a laminated symbol of ‘Hello’.
9. As you approach the target person they need to stop and get down to make eye contact with the child and say and gesture ‘hello’. It is best to use just one word.
10. Help the child identify the person in the photos by pointing to the photo.
11. You model saying ‘Hello + name + welcoming gesture. As you do this point to the person’s photo and then point to the ‘hello’ symbol.
12. Support the child to do the same if needed.
13. The child gets a sticker for stopping / looking / gesturing / saying ‘Hello’ verbally.
14. As the child learns the routine slowly give fewer and fewer prompts for greeting targeted adults.
15. Keep giving stickers for as long as the child needs this reinforcement.

Cards showing a range of nouns and adjectives plus the words "the" and "is". DLTK's examples. (https://www.dltk-kids.com/)

Pencil and paper (optional)

1. Lay the word "is" on the table in front of the child. Put the word "the" to the left of this, with a gap in between them. Check that the child can read both words;

2. Put one of the noun cards into the gap between the words "the" and "is";

3. Put one of the adjective cards after the word "is";

4. Read the sentence to the child (e.g. "the monster is green");

5. Encourage the child to make up new sentences in the same manner. It doesn't matter if the sentences are silly;

6. You can use the paper to record the sentences made, or for the child to draw an appropriate picture on.

Feely bag containing a range of objects (choose objects appropriate for the children you are working with);

"is" cue card as previous activity.

Use something that the person may be visually attracted by, for example:

• Flashing light;
• Any favoured object;
• Hair band with a visually interesting item e.g. Christmas bands.

1. Work in an environment that has as little visual distraction as possible.
2. Talk to the person and attract their attention by moving around the flashing light or other object.
3. Once the person is looking at the item establish visual tracking (move it around a little so that they can follow it with their eyes).
4. When visual tracking is established bring the item up towards your eyes so that the person is looking towards your eyes.
5. If the person makes eye contact then give lots of verbal encouragement by saying "hello" smiling etc.

Action toys

Action nursery rhymes

1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go.

2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child to indicate he/she wants you to continue by the child looking at you or moving your hand to show he/she wants more.

Soft toys

Comfy bean bags and favourite book