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Ask "what" questions about familiar pictures in books. For example, ask 'What is this?'; Model the answer if the child has difficulty answering, for example "What's this?". You could also use a "what" symbol card when you ask questions - pointing to it when you use the word 'what'. Look at a picture for which you know the child knows the answer. Ask a clearly silly question. You want the child...
Ask 'who' questions about familiar pictures in books. For example, ask 'Who is this?'; Model the answer if the child has difficulty answering, for example "This is Sam". You could also use a "who" symbol card when you ask questions - pointing to it when you use the word 'who'. Place the cards or photos face down; Take it in turns to turn over a card and ask each other a 'who' question. Use the...
1. Explain to the child that you are going to play a game that will help them learn 'him and 'her. 2. Set out the dolls and the items. Explain that you call the male doll 'him' and the female doll, 'her'. 3. Give you child instructions - e.g. give the cup to him, give the plate to her. 4. After a few turns, ask your child to give you an instruction using the word 'him' or 'her'. 1. Print and cut...
(1) Start by making big vertical strokes with a washing up brush and a pail of water outside on a fine day. Say "Down ... down" (2) Give the brush to the child (3) Reward any attempts to make a downward stroke for example with clapping, praise etc. (4) Follow this procedure in the sand or in a rolled out piece of play dough etc. (5) Use a chunky crayon (not too long) and a piece of paper. Say '...
As you do the lesson, each time you do an activity, get the prompt card for the activity and put it on the card - so that the activities appear there in the same order that you did them; At the end of the lesson get the students to say what activities they did; Ask them which came first, then which was next, and which was next again (etc.); Use the prompt cards if students are having difficulty...
Ensure that the student already knows how to do the activity - for example that they are able to make toast and spread it. Get them to tell you what to do/show you what to do: initially start with a simplified sequence with 3 or 4 steps (see ideas on the left); Respond to what the student indicates that you should do - but look confused if it won't work - for example if they ask you to put cold...
Show your child the toy and let them explore it. Cover the toy with the blanket. Pull the blanket off the toy - you could say 'peek a boo' or name the toy as you uncover it. Repeat this a few times and watch your child's reaction - do they anticipate you are going to pull the blanket off? Do they attempt to get to the hidden object? If your child is not looking towards the blanket when you hide...
1. Carry out the activity without the pictures; 2. Do it again, showing the relevant picture for each part of the activity as you do it; 3. Get the child to do the sequence, tell them what to do by showing them a picture for each part of the sequence; 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...
1. Talk about each day, one at a time. Get the student to draw or write things they have done or will do in each box. Use the picture symbols if the student is having difficulty coming up with things. 2. When you have finished, explain that there is going to be a quiz. Describe an activity and the student must say if they did it yesterday, did it today or will do it tomorrow. 3....
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...
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...
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...
Describe and look for things and actions in story books and pictures. Put cards in the box, take turns to fish for a picture, say/sign what is fished out. One person hides a piece of paper (with a picture of a fish on it) under one of the cards whilst everyone else has their eyes closed. The children take it turns to guess under which card the fish is hidden - they must say the names of the...
Go round each student, asking them what their favourite food is - write it down and/or do a very rough sketch of it as you go; One student has a ball, they choose another student and say the other student's name and what their favourite food is - for example "Tom - you like burgers". They then pass the ball to that student. Use the prompt card if necessary.
Go round each student in turn asking what they have done today - e.g. "what did you do this morning": ideally one or two things each. Write and/or sketch something (very roughly!!) under each student's name on the sheet of paper (you can use this as a prompt later). After all students have said something, pretend to have "forotten" what they'd said - ask individual students to remind you, for...
Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’. 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. Explain that the child will get a sticker reward for starting to say ‘hello’. Ask the people you have selected to respond to the child’s greeting by making eye contact and...
Talk through the "I like/ I don’t like" board with the child. Start with a picture of food – as most children have clear ideas about what foods they like and dislike! Choose a food picture and show the child, asking "X, do you like broccoli?" Attach the picture to the correct side of the board, depending on the child’s response. Once the child has responded for 6-8 pictures, review...
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...
Work in an environment that has as little visual distraction as possible. Talk to the person and attract their attention by moving around the flashing light or other object. 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). When visual tracking is established bring the item up towards your eyes so that the...
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...
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