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A calculator that you can use to work out how likely that a child/adult could have come up with a score in an assessment test by chance. For example, suppose you had 12 pairs of pictures, and a child was able to point to 9 of them correctly from an instruction - is that a good result or not? No hard maths involved!
To begin with hold out a liked toy and a neutral object like a piece of paper - encourage the child to reach for what they want. When they can do this consistently hold out two toys - encourage the child to reach to choose. Hold out two types of food and encourage the child to choose. As above, start off with a choice between a desired and undesired food.
Two turns Ask each student in turn "how are you?" - pointing to the "how are you?" prompt card as you do so: point to the the "I'm..." prompt card (and cue in with "I'm..." if necessary). Wait for the student to respond; Let each student take it in turns to ask "how are you" to the others in the group. Three turns Once two turns is mastered as above, move to three turns...
The chute is a special/fun posting box which is designed for posting cards with something on each side. You post it with one side facing up, and it pops out of the bottom showing the other side. You could use this for phonology work for example, having picture cards with the initial sound written on the back. The pupil says the initial sound for the picture, posts the card and checks if they were right from the card when it comes out the bottom.
By talking with the student, find out what their current interests/concerns are. This could be for example that they're going to the dentist, they have been watching football etc. Use this as a basis for the next set of activities: prepare materials that could help words or phrases about this topic appropriate/necessary. Choose a topic and talk through it with the students using the...
Start with using just one picture at a time; Have the two sets of pictures face up; Take one picture and put it on the frame in one of the four corner positions; Show the student its matching card; Ask the student to find the matching card on the frame (e.g. "Where's the banana?"); If they look at it, confirm what they have looked at ("Yes! The banana!"), and pair it with the other one, and put...
Use the sheet as you retell stories or events or activities that you have recently done with the child. Fill in the columns so that you can 'read' across the sheet and retell the story. Each time ask the child a 'wh' question and give any help needed with the answer so that the child feels successful. Stick the 'wh' word symbols to the sides of a brick cube. Have a picture available to discuss...
Look at an emotion picture card - discuss what is happening, for example, "Look... the boy is crying."; Ask 'Why is he crying?' and give a model answer for example "because he is sad", "because he fell over". Take it in turns to turn over the picture cards or to turn a page in the book and talk about the reasons for what is happening. E.g. "Why is he happy?", "Why is it hot?", "Why is she...
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