Description

This pack includes 6 skills aiding in the control ofquiet hands gross motor functions. Examples: Ball Play, Games, and Motor Imitation. 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.

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What's Included

  • Ball Play

  • Present child with the Sd: “LETS PLAY WITH THE BALL (THEN NAME THE ACTION YOU WANT THE CHILD TO PERFORM)”.

    Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Roll the ball back and forth."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Roll the ball and knock down pins."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Kick the ball back and forth."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Kick the ball into the goal."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Throw the ball back and forth."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Present the child with the Sd: "Let's play with the ball. Throw the ball at the target."

    Note: Example: (step 1) lets play with the ball lets roll it back and forth

  • Games

  • Present child with the Sd: “LETS PLAY ___(NAME THE GAME)”

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Duck, Duck, Goose."

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Duck, Duck, Goose." Child sits while someone else gets picked as the goose.

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Duck, Duck, Goose." Child gets picked as the goose.

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Duck, Duck, Goose." Child gets to be the one that walks around the circle and chooses the goose.

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Ring Around The Rosey."

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Ring Around The Rosey." Practice just the motions.

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Present the child with the Sd: "Let's play Ring Around The Rosey." Learn the words.

    Note: Y ou need to teach both the words and actions with each step of duck duck goose. If the child is not verbal then teach just the actions for both duck duck goose and ring around the rosey.

  • Gross Motor Imitation

  • Present child with the Sd: “Do this ___”

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

  • Present the child with the Sd "Arms up"

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

  • Present the child with the Sd "Tap the table"

  • Present the child with the Sd "Arms to your side"

  • Present the child with the Sd "Pat your tummy"

  • Present the child with the Sd "Rub your hands together"

  • Present the child with the Sd "Put your hands on your head"

  • Present the child with the Sd "Arm out in front"

  • Present the child with the Sd "Touch your toes"

  • Present the child with the Sd "Stomp one foot"

  • Present the child with the Sd "Cross your legs while sitting"

  • Present the child with the Sd "Lift and hold one leg"

  • Present the child with the Sd "Place your feet together"

  • Present the child with the Sd "Spread your feet apart"

  • Present the child with the Sd "Hop"

  • Present the child with the Sd "Lift your foot and shake"

  • Present the child with the Sd "Cross your legs while standing"

  • Present the child with the Sd "Place one foot forward"

  • Present the child with the Sd "Bend side to side at your waist"

  • Present the child with the Sd "Shake your head yes"

  • Present the child with the Sd "Shake your head no"

  • Present the child with the Sd "Move your head side to side"

  • Quiet Hands

  • Present child with the Sd: "Quiet hands or hands down"

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 3 seconds

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 6 seconds

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 10 seconds

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 20 seconds

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 30 seconds

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Present the child with the Sd "Quite hands or hands down"; child will have quiet hands for 1 minute

    Quiet hands can either be by the child s side or in front of them placed on a table

  • Raises Hand

  • Teach this program in the natural environment during actual situations in which the child would need to raise their hand. If the child talks while teaching this skill, non-verbally have the teacher take their pointer finger and put it up to their own

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will physically prompt the child to raise his/her hand.

    Have the teacher leading the group say I love the way ____(child s name) raised his hand.

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will provide a faded physical prompt to raise his/her hand.

    Have the adult leading the group praise the child for raising their hand.

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will provide a gestural prompt to raise his/her hand.

    Have the adult leading the group praise the child for raising their hand.

  • The teacher will ask a question that the child knows the answer to. The person sitting behind the child will provide any prompt

    Have the adult leading the group praise the child for raising their hand.

  • Motor Imitation

  • Present child with the Sd: “Do this ___”

  • Present the child with the Sd "Roll the car back and forth."

  • Present the child with the Sd "Drink from a cup."

  • Present the child with the Sd "Stir a spoon in the cup."

  • Present the child with the Sd "Bang a hammer."

  • Present the child with the Sd "Feed the doll."

  • Present the child with the Sd "Brush your hair."

  • Present the child with the Sd "Play the drums."

  • Present the child with the Sd "Kiss the doll."

  • Present the child with the Sd "Put the object in the bowl."

  • Present the child with the Sd "Put the hat on."