Topic “Individual”  

Pictures of everyday objects and situations with errors, for example a picture of a house with the front door on the second floor, a picture of a phone with a banana instead of a handset, a someone using an umbrella with holes in it in the rain

Commercially produced

"What's Wrong?" cards are available.

If you have any of your own pictures appropriate for this activity or you know of a link, please consider adding them to the site at www.commtap.org

1. Have a look at the card and get the child to identify what is wrong or unusual about what is depicted on the card.

2. Get the child to talk about what problems could arise from the situation in the picture and how they could be resolved.

3. Get the child to relate the picture to their own experience.

Pairs of related objects, for example:

pencil and paper

sock and a shoe

bar of soap and a flannel, toothbrush and a tube of toothpaste

hammer and nail

knife and fork

box

1. Select pairs of related objects;

2. Place one member of each of the object pairs in front of the child (e.g. pencil, sock, soap, toothbrush);

3. Place the remaining objects (e.g. paper, shoe, flannel, toothpaste) in a box;

4. Have the child pick an object from the box and ask them to "Find the one we use with this";

5. Repeat with the rest of the objects in the box.

Place cloth over Child's face

Place cloth on Child's face, wait and see if he makes any reaction, then pull it off saying 'peek-a-boo'

'Where is Child? Where is Child? Here he is! Here he is!'

To the tune of 'Frere Jaques'

Box

Bricks

Empty the bricks on the floor or table

Help child pick up a brick and place it in the box...

Remember to use simple words like 'in', 'more'...

When all the bricks are in the box say 'all in, no more!' (or something similar!)

Then help child take them out again - say 'out', 'more' etc

Commercial or home made post box, pictures or objects to post

Monkey box and plastic food

- 4-5 bricks or other items that will stack.

- Show your child the items.

- Stack them on top of each other - use words while you are stacking, this could be the number, e.g. 1, 2, 3..., or the colour, e.g. red, green yellow, or brick, more bricks.

- Use 'ready steady...' or 'i, 2, 3 knock down' while you knock the tower down.

- Rebuild the tower and carry out the sequence again.

- When your child becomes familiar with this routine see if they copy you by knocking the tower down.

What's wrong pictures (e.g. LDA, Colorcards)

Pen and paper

1. Choose a picture (or let the child choose one). Both people look at it. Take it in turns to describe the picture and say how it should look. Make sure you have a new picture to describe each time.

2. Take it in turns to choose a picture, which you keep hidden from the other person. Describe the picture while the other person tries to draw it based on your description. Compare the drawing to the original picture and say how the picture should look. If the drawing does not look very much like the picture, say why this went wrong.

Large composite pictures (e.g. "passages a decouvrir").

Score sheet (2 columns - one with your name at the top, the other with the child's)

Pen

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

1. Choose a patient friend!
2. Demonstrate the game to both children.
3. Support turn taking by saying "It's John's turn... it's Fatimas's turn".
4. You may need to support the child to maintain turn taking.

Bag

Set of objects which the child understands the names of

1. Take the objects out of the bag one at a time, for each item say to the child "It's a [name of object]" for example "It's an apple". Look to the child for confirmation that it's an apple (as if you are not quite sure). Then, with certainty, say "Yes, it's an apple";

2. After a few items, start to get the occasional item wrong (use exactly the same not-quite-sure facial expression you used before). E.g. "It's a pencil" (but it's a toy car). Can the child tell you that it isn't? If not, have a look at the item again and pretend to suddenly realise you were wrong, say "(oh) No, it's not a pencil. It's a car.

3. Repeat.

Two toy animals or dolls (each with a name)

(Optional) things that the dolls can use, e.g. tea set

Selection of highly motivating toys

Squeeze ball/sponge

1. Sit the children in a circle and take toys out of a bag. The child is allowed first choice of toys on the first occasion that toys are taken out of the bag but on subsequent occasions will have to wait. A squeeze ball or sponge may help a child to wait by giving the child something to fiddle with while they wait.

2. While the child is waiting for a go with a desirable toy praise good waiting.

3. Gradually extend the time the child must wait.

'First......then' card - example

Desk equipment e.g. glue, scissors, rulers.

A short 'story' specially written to explain the behaviour that is wanted in the situation.

Marble run

Waiting cards (as required)

1. Set up the track and pass the marbles round the children. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible. Some children may need handover hand modelling to pass the marbles.

2. The target child may need to hold a waiting card to support waiting for their turn.

A bag with a selection of appealing toys inside.

Computer

2 chairs

simple computer programme e.g. a painting programme

Set up the computer with your chosen programme

Sit next to the child

Show the child how to take turns by:

Saying 'My turn' ........'Your turn' etc Support this by using gesture/points

Depending on the level of difficulties the child is having, you may also need to do the following:

Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes

For example:

As you take a turn, cross off one of the boxes with your name in it

As the child takes a turn help him/her to cross off one of his/her names in a box.

Computer game and two chairs

Egg timer

A variety of stickers or a variety of small pieces of fruit

Explain that each child will choose a sticker/piece of fruit to give to another person in the group.

Give each child an opportunity to do this

Attractive and non attractive food stuffs

1. During snack time have crisps/fruit etc on table and raw onion.

2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately.

3. When the child is used to this activity can you offer an unattractive food and wait for a short time before offering an attractive food?

4. Incorporate another adult in this activity who can model accepting and rejecting in a good way and a bad way. Can the child comment on the adult's behaviour and say if it is good or bad accepting/rejecting behaviour.

Warm clothes

Cool clothes

Broken or very babyish toys

Popular toys for the child's age group

Playground

1 or 2 other children

1. When your child comes to you, talk about what the other children in the playground are doing.

2. Ask your child what looks 'fun'.

3. When your child decides say to them "Let's go and join them".

4. Take your child over and encourage them to join in with your support.

5. Next time, repeat steps 1 to 4 but after you've encouraged them to join in, stand back and let them play independently.

6. Next time, repeat steps 1 and 2 and then say "Let's go and ask to join in."

7. Take the child over and encourage them to say "Can I play" and then let them play independently.

8. Next time, repeat 1-2 and then say "you go and ask 'can I play'. I'll watch from here".

Another child

An easy errand

Sit 2/3 children round a table

Prepare the things to eat in advance e.g. biscuits on a plate broken into small bits and juice and mugs near to hand.

Offer the child the plate of biscuits and support taking one piece only. Say 'Good choosing'.

Move onto next child.

Follow same routine for drinks.

Fun toys

Drum