Description

This pack includes 24 skills used in early learning. Examples: Expressive Identification of Shapes, Numbers, Colors, etc. Imitation of Sounds, and Single Step Directions. This curriculum was created by Dr. Lindsay Hilsen, Ed. D, BCBA-D, the director of Sunny Days Sunshine Center New Jersey. As Director of the Sunny Days Sunshine Center, Inc., Dr. Lindsay Hilsen brings over 15 years of experience with early childhood intervention and autism to the position. Previously, she worked as the Sunshine Center’s Autism Coordinator and the Autism Clinical Educator for Sunny Days Early Childhood Developmental Services, Inc. Among the many duties involved with running the Sunshine Center, Lindsay supervises all ABA practitioners and therapists, conducts all ABA evaluations, handles insurance and billing, coordinates social skills groups, and trains and supervises BCBA candidates. She is dedicated to training other specialists properly. Lindsay received her Doctorate in Special Education through Nova Southeastern University. She is a Board Certified Behavior Analyst at the doctoral level (BCBA-D) who holds two masters in Special Education and Education, as well as a certified NJ special education teacher and elementary education teacher. She is also the author of two Autism Curriculums: A Step-By-Step Curriculum for Early Learners with an Autism Spectrum Disorder and A Step-By-Step ABA Curriculum for Young Learners (ages 3-10) with Autism Spectrum Disorders. Ever since she was old enough to volunteer, Lindsay has had a passion for the field of special education. She believes that all children can make progress, regardless of their different abilities and styles of learning, and seeing that progress is her favorite part of her job. Because Lindsay’s oldest daughter has single-sided deafness, she knows firsthand that each and every child is capable and can overcome any challenge.

About The Author

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What's Included

  • Attending

  • Present child with the Sd: “Sit quiet”. This means hands on lap/table, feet on floor, and the child is facing the instructor. The child does not need to meet eye to eye with the instructor just as long as the child is facing the instructor and the i

  • Present child with the Sd: “Sit quiet”. Child will attend within 10 seconds.

  • Present child with the Sd: “Sit quiet”. Child will attend within 5 seconds.

  • Present child with the Sd: “Sit quiet”. Child will attend within 3 seconds.

  • Categorization

  • Present the child with a minimum of 8 pictures/objects with at least half of the items being the step the child is working on and present Sd "put all the ____(name step) together"

  • Present the child with the Sd "Put all of the blue ones together"

  • Present the child with the Sd "Put all of the wet ones together"

  • Present the child with the Sd "Put all of the big ones together"

  • Present the child with the Sd "Put all of the hot ones together"

  • Present the child with the Sd "Put all of the tall ones together"

  • Present the child with the Sd "Put all of the short ones together"

  • Present the child with the Sd "Put all of the dry ones together"

  • Present the child with the Sd "Put all of the rough ones together"

  • Present the child with the Sd "Put all of the soft ones together"

  • Present the child with the Sd "Put all of the little ones together"

  • Present the child with the Sd "Put all of the broken ones together"

  • Present the child with the Sd "Put all of the cold ones together"

  • Present the child with the Sd "Put all of the sharp ones together"

  • Present the child with the Sd "Put all of the loud ones together"

  • Count Objects

  • Present child with the Sd: “COUNT”

  • Present child with the Sd: “count objects up to 2”

  • Present the child with the Sd: "count objects up to 3"

  • Present child with the Sd: “count objects up to 4”

  • Present the child with the Sd: "count objects up to 5"

  • Present the child with the Sd: "count objects up to 6"

  • Present the child with the Sd: "count objects up to 7"

  • Present the child with the Sd: "count objects up to 8"

  • Present the child with the Sd: "count objects up to 9"

  • Present the child with the Sd: "count objects up to 10"

  • Daily Activity Intraverbals

  • Present child with the question in each step. Ex. Step 1: "You wash your ___."

  • Present the child with the Sd: "You zip your ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You wash your ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You put on your ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You brush your ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You sleep in ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You eat ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You play with ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You read ___"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "You talk on the ___"

    Note: Take into account your child s response time before providing a prompt.

  • Expressive Identification of Letters

  • Hold up a letter card and ask the child "What letter is this?"

  • Hold up the letter a/A and present the child with the Sd; "What letter is this?"

  • Hold up the letter b/B and present the child with the Sd; "What letter is this?"

  • Hold up the letter c/C and present the child with the Sd; "What letter is this?"

  • Hold up the letter d/D and present the child with the Sd; "What letter is this?"

  • Hold up the letter e/E and present the child with the Sd; "What letter is this?"

  • Hold up the letter f/F and present the child with the Sd; "What letter is this?"

  • Hold up the letter g/G and present the child with the Sd; "What letter is this?"

  • Hold up the letter h/H and present the child with the Sd; "What letter is this?"

  • Hold up the letter i/I and present the child with the Sd; "What letter is this?"

  • Hold up the letter j/J and present the child with the Sd; "What letter is this?"

  • Hold up the letter k/K and present the child with the Sd; "What letter is this?"

  • Hold up the letter l/L and present the child with the Sd; "What letter is this?"

  • Hold up the letter m/M and present the child with the Sd; "What letter is this?"

  • Hold up the letter n/N and present the child with the Sd; "What letter is this?"

  • Hold up the letter o/O and present the child with the Sd; "What letter is this?"

  • Hold up the letter p/P and present the child with the Sd; "What letter is this?"

  • Hold up the letter q/Q and present the child with the Sd; "What letter is this?"

  • Hold up the letter r/R and present the child with the Sd; "What letter is this?"

  • Hold up the letter s/S and present the child with the Sd; "What letter is this?"

  • Hold up the letter t/T and present the child with the Sd; "What letter is this?"

  • Hold up the letter u/U and present the child with the Sd; "What letter is this?"

  • Hold up the letter v/V and present the child with the Sd; "What letter is this?"

  • Hold up the letter w/W and present the child with the Sd; "What letter is this?"

  • Hold up the letter x/X and present the child with the Sd; "What letter is this?"

  • Hold up the letter y/Y and present the child with the Sd; "What letter is this?"

  • Hold up the letter z/Z and present the child with the Sd; "What letter is this?"

  • Expressive Identification of Numbers

  • Hold up the number and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 1 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 2 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 3 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 4 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 5 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 6 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 7 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 8 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 9 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 10 and ask the child "WHAT NUMBER IS IT"

    Make sure you speak with the other students before contriving this situation so they know they have to say yes.

  • Hold up the number 11 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 12 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 13 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 14 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 15 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 16 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 17 and ask the child "WHAT NUMBER IS IT"

  • Hold up the 18 number and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 19 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 20 and ask the child "WHAT NUMBER IS IT"

  • Expressive Identification of Objects

  • Present child with Sd: “What is this _____ (while holding up object/pointing to object)”

  • Present child with Sd: “What is this?" while holding up/pointing to a sock.

  • Present child with Sd: “What is this?" while holding up/pointing to a shoe.

  • Present child with Sd: “What is this?" while holding up/pointing to a pencil.

  • Present child with Sd: “What is this?" while holding up/pointing to a paper.

  • Present child with Sd: “What is this?" while holding up/pointing to a crayon.

  • Present child with Sd: “What is this?" while holding up/pointing to a cup.

  • Present child with Sd: “What is this?" while holding up/pointing to a camera.

  • Present child with Sd: “What is this?" while holding up/pointing to a phone.

  • Present child with Sd: “What is this?" while holding up/pointing to a television.

  • Present child with Sd: “What is this?" while holding up/pointing to a door.

  • Present child with Sd: “What is this?" while holding up/pointing to a toilet.

  • Present child with Sd: “What is this?" while holding up/pointing to a sink.

  • Present child with Sd: “What is this?" while holding up/pointing to a book.

  • Present child with Sd: “What is this?" while holding up/pointing to a balloons.

  • Present child with Sd: “What is this?" while holding up/pointing to a table.

  • Present child with Sd: “What is this?" while holding up/pointing to a chair.

  • Present child with Sd: “What is this?" while holding up/pointing to a teddy bear.

  • Present child with Sd: “What is this?" while holding up/pointing to a candy.

  • Present child with Sd: “What is this?" while holding up/pointing to a blocks.

  • Expressive Identification of Shapes

  • Hold up the shape and ask the child "WHAT SHAPE IS IT"

  • Hold up a circle and present the child with the Sd: "What shape is this?"

  • Hold up a square and present the child with the Sd: "What shape is this?"

  • Hold up a triangle and present the child with the Sd: "What shape is this?"

  • Hold up a rectangle and present the child with the Sd: "What shape is this?"

  • Hold up a oval and present the child with the Sd: "What shape is this?"

  • Hold up a star and present the child with the Sd: "What shape is this?"

  • Expressive Identification of Colors

  • Hold up the color and ask the child "What color is this?"

  • Hold up blue and present the child with the Sd: "What color is this?"

  • Hold up green and present the child with the Sd: "What color is this?"

  • Hold up red and present the child with the Sd: "What color is this?"

  • Hold up purple and present the child with the Sd: "What color is this?"

  • Hold up orange and present the child with the Sd: "What color is this?"

  • Hold up yellow and present the child with the Sd: "What color is this?"

  • Hold up brown and present the child with the Sd: "What color is this?"

  • Hold up black and present the child with the Sd: "What color is this?"

  • Hold up white and present the child with the Sd: "What color is this?"

  • Hold up pink and present the child with the Sd: "What color is this?"

  • Gives A Specified Amount Of Objects

  • When presented with the Sd "Give me ____(a specified number)", the child will count out that number while leaving the remaining items where they are.

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 1"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 2"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 3"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 4"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 5"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 6"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 7"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 8"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 9"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 10"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 11"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 12"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 13"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 14"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 15"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 16"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 17"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 18"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 19"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Present the child with the Sd "Give me 20"

    The child will need to know how to count objects before starting this program. You also want to vary the amount of items that are being left over. For example: step 3: the child is giving you three it...

  • Imitation of Sounds

  • Present child with the Sd: ”SAY _____”

  • Present the child with the Sd: "Say a"

  • Present the child with the Sd: "Say m"

  • Present the child with the Sd: "Say d"

  • Present the child with the Sd: "Say h"

  • Present the child with the Sd: "Say p"

  • Present the child with the Sd: "Say b"

  • Present the child with the Sd: "Say t"

  • Present the child with the Sd: "Say g"

  • Present the child with the Sd: "Say n"

  • Present the child with the Sd: "Say g"

  • Match Identical Object To Object

  • Present child with the Sd: “MATCH” and follow steps below

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match an object to an object in a field of 1.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 2 different objects to objects in a field of 2.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 3 different objects to objects in a field of 3.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 4 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 5 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 6 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 7 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 8 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 9 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Present the child with the Sd: "Match." The child will match 10 different objects to objects in a field of 3 or more.

    Note: E xample of step 2 (match 2 different objects to objects in a field of 2). Lay down an object of a cow and a car. Present the child with 2 objects (1 of a cow and 1 of a car). Tell the child to ...

  • Match Identical Picture To Picture

  • Present child with the Sd: “MATCH” and follow steps below

    E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child to mat...

  • Present the child with the Sd: "Match." The child will match a picture to a picture in a field of 1.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 2 different pictures to pictures in a field of 2.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 3 different pictures to pictures in a field of 3.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 4 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 5 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 6 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 7 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 8 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 9 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • Present the child with the Sd: "Match." The child will match 10 different pictures to pictures in a field of 3 or more.

    Note: E xample of step 2 (match 2 different pictures to pictures in a field of 2). Lay down a picture of a cow and a car. Present the child with 2 pictures (1 of a cow and 1 of a car). Tell the child ...

  • One Step Direction

  • Present child with the Sd: State the direction” (EX. Clap hands) and follow steps below

  • Present the child with the Sd "Clap your hands."

  • Present the child with the Sd "Stand up."

  • Present the child with the Sd "Sit down."

  • Present the child with the Sd "Jump."

  • Present the child with the Sd "Wave."

  • Present the child with the Sd "Turn around."

  • Present the child with the Sd "Blow."

  • Present the child with the Sd "Come here."

  • Present the child with the Sd "Stomp your feet."

  • Present the child with the Sd "Knock."

  • Pointing Program

  • Present child with the Sd: “Point to (name object)” and follow the steps below

  • Present child with the Sd: “Point to (name object)”. Child will point to the item within 3 seconds.

    Will point to item when presented immediately in front of the student with in 3 seconds

  • Present child with the Sd: “Point to (name object)”. Child will point to the item within 3 seconds.

    Will point to item when presented in a down position with in 3 seconds

  • Present child with the Sd: “Point to (name object)”. Child will point to the item within 3 seconds.

    Will look point to item when presented on the right side position with in 3 seconds

  • Present child with the Sd: “Point to (name object)”. Child will point to the item within 3 seconds.

    Will point to item when presented on the left side position with in 3 seconds

  • Pointing To Communicate

  • Present child with the Sd: “Show me what you want”

  • Hold up the reinforcing object and present the child with the Sd "Show me what you want?"

  • Hold up 2 reinforcing objects and present the child with the Sd "Show me what you want?"

  • Hold up 3 reinforcing objects and present the child with the Sd "Show me what you want?"

  • Child will point to any known item when presented with the Sd "Show me what you want?"

  • When presented with the Sd "Show me what you want?", the child will show you by pointing to it.

  • Responds To Name

  • Present child with the Sd: “Present child’s name” and follow the steps below

  • Present child with the Sd: “Present child’s name”. Child will respond to name being called within 5 seconds.

  • Present child with the Sd: “Present child’s name”. Child will respond to name being called within 3 seconds.

  • Present child with the Sd: “Present child’s name”. Child will respond to name being called within 1 seconds.

  • Responds To Various Directions To Identify An Object/Picture/Item

  • Present child with the Sd presented in each step.

  • Present the child with the Sd "Point to ___ (known object/picture/item)"

  • Present the child with the Sd "Touch ___ (known object/picture/item)"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Give me ___ (known object/picture/item)"

  • Present the child with the Sd "Find ___ (known object/picture/item)"

  • Present the child with the Sd "Show me ___ (known object/picture/item)"

  • Present the child with the Sd "Where is the ___ (known object/picture/item)"

  • Rote Count

  • Present child with the Sd: “Count to___(name the number)”

  • Present the child with the Sd: "Count to 5."

  • Present the child with the Sd: "Count to 10."

  • Present the child with the Sd: "Count to 15."

  • Present the child with the Sd: "Count to 20."

  • Present the child with the Sd: "Count to 25."

  • Present the child with the Sd: "Count to 30."

  • Sings Songs

  • Present child with the Sd: “LETS SING ____ (NAME SONG)”

  • Present the child with the Sd "Let's sing the Itsy Bitsy Spider." Hand movements only.

  • Present the child with the Sd "Let's sing the Itsy Bitsy Spider." Words if the child is verbal.

  • Present the child with the Sd "Let's sing If Your Happy and You Know It." Hand movements only.

  • Present the child with the Sd "Let's sing If Your Happy and You Know It." Words if the child is verbal.

  • Present the child with the Sd "Let's sing Head, Shoulder, Knees, and Toes." Hand movements only.

  • Present the child with the Sd "Let's sing Head, Shoulder, Knees, and Toes." Words if the child is verbal.

  • Transition

  • Present child with the Sd: “Time to go to ____(name activity)”

  • The child will transition from a preferred activity to a preferred activity.

  • The child will transition from a preferred activity to a non-preferred activity.

  • The child will transition from a non-preferred activity to a non-preferred activity.

  • The child will transition from a non-preferred activity to a preferred activity.

  • Two Step Direction

  • Present child with the Sd: Verbally state the direction (EX. Stand up, Get the toy)

  • Present the child with the Sd "Stand up, get toy"

  • Present the child with the Sd "Stand up, turn around"

  • Present the child with the Sd "Get paper, sit down"

  • Present the child with the Sd "Get tissue, wipe your nose"

  • Present the child with the Sd "Wipe your nose, throw out the tissue"

  • Wait Program

  • Get child to mand for an item that they want. Then tell the child "you need to wait”

  • Present the child with the Sd "you need to wait". Child will wait for 5 seconds before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 5 minutes before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 10 seconds before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 20 seconds before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 30 seconds before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 1 minute before getting the requested item.

  • Present the child with the Sd "you need to wait". Child will wait for 3 minutes before getting the requested item.

  • Sort Identical Items

  • Steps 1-5: Lay down 3 non identical items but all from the same category give the child the matching items and ask them to sort. Step 6: lay down at least 3 different categories and give the child at least 2 items from each category and ask them to

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are the same color. In a field of 3, have the child sort them by identical colors.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are the same animal. In a field of 3, have the child sort them by identical animals.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are the same shape. In a field of 3, have the child sort them by identical shapes.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are the same utensil. In a field of 3, have the child sort them by identical utensils.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are the same articles of clothing. In a field of 3, have the child sort them by identical articles of clothing.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...

  • Present the child with different items that are from different categories. In a field of 3 or more, have the child sort them by identical items from the different categories.

    Note: Ex. Steps 1-5: Lay down purple red and blue on the table. Give the child 2 purples 2 reds and 2 blues (at least 2) and ask them to sort. Ex. Step 6: on the table is a shoe fork square. Give the ...