To be able to request a desired item (e.g. food) from a choice of two or more.
Early years skill: | not specified |
Early years typical range: | not specified |
P-scales/Curriculum skill: | English Speaking |
P-scales/Curriculum level: | P4 |
TAP skill: | Expressive Language |
TAP level: | TAP24 |
Pre/Nat. Curriculum Area: | not specified |
Pre/Nat. Curiculum Standard: | not specified |
Section: | Secondary (11-16yrs) info; Post School Education info; Adult info |
Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
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Snack time
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See the comments on the right as to how to respond to some typical situations. | What to do in common scenarios The person points at or tries to take the item. Hold or place the items in such a way that they can't easily take them and so that even if they point it is not clear which one they are choosing (once you know - and the person knows you know - which one they want simply now asking them to repeat what you had hoped they would have requested is much less powerful for learning). The person always asks for the last thing you said (e.g. always asking for a crisp): Try reversing the order of the choice you give them; If they don't seem to care which one you give them, give them a choice of a desirable item and a boring item - saying the boring item last - then respond to their request for the boring item. To stop frustration, you might need to quickly follow this up with another go where you only offer them one item (the desirable item); Encourage them to point to a picture to show you which one they want - then reinforce this by signing and saying the word. General strategies Model the asking and requesting with someone (e.g. other staff) to show what you are hoping people to do. |
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