What's Included

  • Receptive Identification of Environmental Sounds Program

  • Present child with the Sd: “What sound do you hear” ( child will point/touch the correct sound)

  • Present child with the Sd: “What sound do you hear." Child will point/touch the dog.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the fire truck.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the train.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the horn (on car).

  • Present child with the Sd: “What sound do you hear." Child will point/touch the airplane.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the ambulance.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the bird.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the telephone ringing.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the door bell.

  • Present child with the Sd: “What sound do you hear." Child will point/touch the baby crying.

  • Receptive Identification of Familiar People Program

  • Present child with Sd: “Touch/point to/show me ___ (name person)”

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your mom"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your dad"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your sibling"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your grandmother"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your teacher"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Present the child with the Sd "Touch/point to/show me your friend"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Receptive Identification of Objects Programs

  • Present child with Sd: “Touch/point to/show me ___(name picture)”

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the sock"

  • Present the child with the Sd "Touch/point to/show me the shoe"

  • Present the child with the Sd "Touch/point to/show me the pencil"

  • Present the child with the Sd "Touch/point to/show me the paper"

  • Present the child with the Sd "Touch/point to/show me the crayon"

  • Present the child with the Sd "Touch/point to/show me the cup"

  • Present the child with the Sd "Touch/point to/show me the camera"

  • Present the child with the Sd "Touch/point to/show me the phone"

  • Present the child with the Sd "Touch/point to/show me the television"

  • Present the child with the Sd "Touch/point to/show me the door"

  • Present the child with the Sd "Touch/point to/show me the toilet"

  • Present the child with the Sd "Touch/point to/show me the sink"

  • Present the child with the Sd "Touch/point to/show me the book"

  • Present the child with the Sd "Touch/point to/show me the balloons"

  • Present the child with the Sd "Touch/point to/show me the table"

  • Present the child with the Sd "Touch/point to/show me the chair"

  • Present the child with the Sd "Touch/point to/show me the teddy bear"

  • Present the child with the Sd "Touch/point to/show me the candy"

  • Present the child with the Sd "Touch/point to/show me the blocks"

  • Receptive Identification of Body Parts Program

  • Present child with the Sd: “Touch (Body part)”

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

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

    G eneralization of this program should be touching body parts on other items: other people dolls pictures etc.

  • Receptive Identification of Shapes Program

  • In a field of 3 or more ask the child to “POINT/TOUCH/SHOW ME ___(NAME THE SHAPE)”

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the circle."

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the square."

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the triangle."

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the rectangle."

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the oval."

  • In a field of 3 or more, present the child with the Sd: "Point/touch/show me the star."

  • Receptive Identification of Pictures Program

  • Present child with Sd: “Touch/point to/show me ___(name picture)”

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the table"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the chair"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the door"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the sink"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the toilet"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the spoon"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the plate"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the book"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the toy"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the crayon"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the paper"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the computer"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the window"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the teddy bear"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the candy"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the camera"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the phone"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the socks"

    G eneralization should include pointing to pictures in books or magazines

  • Present the child with the Sd "Touch/point to/show me the shoe"

    G eneralization should include pointing to pictures in books or magazines

  • Receptive Identification of Colors Program

  • In a field of 3 or more ask the child to “POINT/TOUCH/SHOW ME ___(NAME THE COLOR)”

  • Present the child with the Sd: "Point/touch/show me blue."

  • Present the child with the Sd: "Point/touch/show me green."

  • Present the child with the Sd: "Point/touch/show me red."

  • Present the child with the Sd: "Point/touch/show me purple."

  • Present the child with the Sd: "Point/touch/show me orange."

  • Present the child with the Sd: "Point/touch/show me yellow."

  • Present the child with the Sd: "Point/touch/show me brown."

  • Present the child with the Sd: "Point/touch/show me black."

  • Present the child with the Sd: "Point/touch/show me white."

  • Present the child with the Sd: "Point/touch/show me pink."

  • Receptive Identification of Articles of Clothing Program

  • In a field of 3 or more, lay out the articles of clothing and ask the child to “Touch/point/show me ___(Name article of clothing).” Generalization should include identifying the article of clothing on self and on others.

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the shirt."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the pants."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the socks."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the shoes."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the underwear/diaper."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the shorts."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the jacket."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the hat."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Present the child with the Sd "Touch/point/show me the gloves."

    G eneralization should include identifying articles of clothing on self other people in books on dolls.

  • Receptive Identification of Community Helpers Program

  • Present child with the Sd: “Show me/point to/touch ____(community helper)”

  • Present child with the Sd: “Show me/point to/touch the police man"

  • Present child with the Sd: “Show me/point to/touch the firefighter"

  • Present child with the Sd: “Show me/point to/touch the mail man"

  • Present child with the Sd: “Show me/point to/touch the doctor"

  • Present child with the Sd: “Show me/point to/touch the nurse"

  • Present child with the Sd: “Show me/point to/touch the bus driver"

  • Present child with the Sd: “Show me/point to/touch the waiter"

  • Present child with the Sd: “Show me/point to/touch the teacher"

  • Receptive Identification of Emotions Program

  • Present child with the Sd: “Touch ___(name the emotion)”

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch happy"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch angry/mad"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch surprised"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch scared"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch bored"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Present the child with the Sd: "Touch embarrassed"

    G eneralization should include identifying emotions through pictures television books magazines and on people

  • Receptive Identification of Actions Program

  • Present child with the Sd: “Show me/point to/touch ____(action)”

  • Present the child with the Sd "Show me/point to/ touch jumping"

  • Present the child with the Sd "Show me/point to/ touch hopping"

  • Present the child with the Sd "Show me/point to/ touch walking"

  • Present the child with the Sd "Show me/point to/ touch sleeping"

  • Present the child with the Sd "Show me/point to/ touch hugging"

  • Present the child with the Sd "Show me/point to/ touch sitting"

  • Present the child with the Sd "Show me/point to/ touch drinking"

  • Present the child with the Sd "Show me/point to/ touch eating"

  • Present the child with the Sd "Show me/point to/ touch falling"

  • Present the child with the Sd "Show me/point to/ touch playing"

  • Present the child with the Sd "Show me/point to/ touch cutting"

  • Present the child with the Sd "Show me/point to/ touch crying"

  • Present the child with the Sd "Show me/point to/ touch brushing"

  • Present the child with the Sd "Show me/point to/ touch blowing"

  • Present the child with the Sd "Show me/point to/ touch dancing"

  • Present the child with the Sd "Show me/point to/ touch crawling"

  • Present the child with the Sd "Show me/point to/ touch reading"

  • Present the child with the Sd "Show me/point to/ touch drawing"

  • Present the child with the Sd "Show me/point to/ touch sleeping"

  • Receptive Identification of Adjectives Program

  • In a field of three or more, have the student identify the item when you present the direction "Show me the___(name the adjective according to the step you are on)."

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me colors (insert various colors"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me tall"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me short"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me round"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me big"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me little"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me cold"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me hot/warm"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me soft"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me sharp"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me new"

    For example step 1 is colors- you will say show me the blue one

  • Present the child with the Sd "Show me old"

    For example step 1 is colors- you will say show me the blue one

  • Receptive Identification of Noun + Adjective Program

  • Present the child with a minimum of two pictures/objects and ask the child to "touch/find the ____(name the step you are on)"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the red ball"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the paper circle"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the big doll"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the long pencil"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the wet towel"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Present the child with the Sd "Touch/find the cold drink"

    Example of step 1- on the table you have a picture of a red ball and a blue ball and you ask the child to touch the red ball .

  • Receptive Identification of Adverbs Program

  • You will need to present an Sd that will require the child to demonstrate the adverb in the step

  • Present the child with the Sd "Show me how you walk softly"

    Example of step 2- Show me how you walk quickly

  • Present the child with the Sd "Show me how you walk quickly"

    Example of step 2- Show me how you walk quickly

  • Present the child with the Sd "Show me how act nicely"

    Example of step 2- Show me how you walk quickly

  • Present the child with the Sd "Show me how to sit quietly"

    Example of step 2- Show me how you walk quickly

  • Present the child with the Sd "Show me how to act happily"

    Example of step 2- Show me how you walk quickly

  • Receptive Identification of Class Program

  • Lay down a minimum of 5 pictures/objects in which 3 of them are the step you are working on and present the child with the Sd "show me which ones are ____(name the class)"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the clothes"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the animals"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the drink"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the toys"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the transportation"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Present the child with the Sd "Show me/point to/touch the food"

    Example of step 1- place on the table pictures of a shirt dog house shoe pants car and ask the child show me/point to/touch the clothes . The child will show/touch/point to the shirt shoe and pants.

  • Receptive Identification of Coins Program

  • Present the child with the Sd "Find ___(name of the step you are on)"

    Place the coin of the step you are working on down on a table and provide a minimum of two other coins (the distractor coins need to be different then the step you are on) Note: Please provide differe...

  • Present the child with the Sd "Find the quarter"

    Please provide different language for the Sd (direction). Some other examples are touch show me point to etc.

  • Present the child with the Sd "Find the dime"

    Please provide different language for the Sd (direction). Some other examples are touch show me point to etc.

  • Present the child with the Sd "Find the nickel"

    Please provide different language for the Sd (direction). Some other examples are touch show me point to etc.

  • Present the child with the Sd "Find the penny"

    Please provide different language for the Sd (direction). Some other examples are touch show me point to etc.

  • Receptive Identification of Pronouns

  • Using actual people or pictures, present the child with the Sd "Show me ___ (name the step that you are on)"

  • Present the child with the Sd "Show me he"

  • Present the child with the Sd "Show me she"

  • Present the child with the Sd "Show me me"

  • Present the child with the Sd "Show me we"

  • Present the child with the Sd "Show me us"

  • Present the child with the Sd "Show me you"

  • Present the child with the Sd "Show me they"

  • Present the child with the Sd "Show me hers"

  • Present the child with the Sd "Show me his"

  • Present the child with the Sd "Show me theirs"

  • Present the child with the Sd "Show me mine"

  • Present the child with the Sd "Show me I"

  • Receptive Identification of Pronouns Program

  • Using actual people or pictures, present the child with the Sd "Show me ___ (name the step that you are on)"

  • Present the child with the Sd "Show me he"

  • Present the child with the Sd "Show me she"

  • Present the child with the Sd "Show me me"

  • Present the child with the Sd "Show me we"

  • Present the child with the Sd "Show me us"

  • Present the child with the Sd "Show me you"

  • Present the child with the Sd "Show me they"

  • Present the child with the Sd "Show me hers"

  • Present the child with the Sd "Show me his"

  • Present the child with the Sd "Show me theirs"

  • Present the child with the Sd "Show me mine"

  • Present the child with the Sd "Show me I"

  • Receptive Identification Of What Goes Together Program

  • Lay down the objects/pictures along with at least 2 other object/pictures, present the child with the remaining object/picture and present Sd "What goes with ____(name the object/picture)"

  • Present the child with the Sd "What goes with sock, shoe, foot?"

  • Present the child with the Sd "What goes with bat, ball, mitt?"

  • Present the child with the Sd "What goes with pillow, bed, blanket?"

  • Present the child with the Sd "What goes with pant, belt, leg?"

  • Present the child with the Sd "What goes with cup, drink, straw?"

  • Present the child with the Sd "What goes with toothbrush, toothpaste, teeth?"

  • Present the child with the Sd "What goes with refrigerator, milk, eggs?"

  • Present the child with the Sd "What goes with slide, swing, playground?"

  • Present the child with the Sd "What goes with plate, food, fork?"

  • Present the child with the Sd "What goes with paper, pencil, crayon?"

  • Receptive Identification of Same and Different Program

  • Get pictures or items of at least two things that are either the same or different (depending on the step you are on) and then at least two more pictures that are not the same and present the child with the Sd "show me ____(name the step)"

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to find the ones that are the same. Example of different- Put down on the table two bananas and then a sh...

  • Present the child with the Sd "Show me the ones that are the same"

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to find the ones that are the same. Example of different- Put down on the table two bananas and then a sh...

  • Present the child with the Sd "Show me the ones that are different"

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to find the ones that are the same. Example of different- Put down on the table two bananas and then a sh...

  • Receptive Identification of Feature Program

  • Use cards that show different prepositions and lay down a mimimum of three cards and present the child with the Sd "Show me ___(name preposition)"

    In addition to cards ask the child to show you by using an object of the preposition/step that you are on. Example of step 1: Put the block in the box .

  • Present the child with the Sd "Give me/show me the one that is red (any color)"

  • Present the child with the Sd "Give me/show me the one that a circle (any shape)"

  • Present the child with the Sd "Give me/show me the one that has a tail (cat, dog)"

  • Present the child with the Sd "Give me/show me the one that has wheels (car, truck)"

  • Present the child with the Sd "Give me/show me the one that has laces (shoe, boots)"

  • Present the child with the Sd "Give me/show me the one that has pages (book, magazine)"

  • Present the child with the Sd "Give me/show me the one that has ears (bunny, dog)"

  • Present the child with the Sd "Give me/show me the one that has fur (cat, bear)"

  • Present the child with the Sd "Give me/show me the one that has a point (pencil, scissors)"

  • Receptive Identification of Function Program

  • Lay down a minimum of 3 pictures/objects (one of them being the actual step you are working on), then present the child with Sd "what do you ____(name function)"

    Pictures or actual objects of scissors car/truck pencil/pen hat/jacket phone/cell phone book/magaize couch/chair bagel/pasta/food milk/juice/drink pot/pan fork/spoon brush/comb pool/ocean paper/chalkb...

  • Present the child with the Sd "What do you cut with"

  • Present the child with the Sd "What do you drive"

  • Present the child with the Sd "What do you write with"

  • Present the child with the Sd "What do you wear when it's cold"

  • Present the child with the Sd "What do you talk on"

  • Present the child with the Sd "What do you read"

  • Present the child with the Sd "What do you sit on"

  • Present the child with the Sd "What do you eat"

  • Present the child with the Sd "What do you drink from"

  • Present the child with the Sd "What do you drink"

  • Present the child with the Sd "What do you cook with"

  • Present the child with the Sd "What do you eat with"

  • Present the child with the Sd "What do you brush your hair with"

  • Present the child with the Sd "What do you swim in"

  • Present the child with the Sd "What do you write on"

  • Present the child with the Sd "What do you clean with"

  • Present the child with the Sd "What do you work on"

  • Present the child with the Sd "What do you ride"

  • Present the child with the Sd "What do you wear when it's hot"

  • Present the child with the Sd "What do you play"

  • Present the child with the Sd "What do you blow"

  • Present the child with the Sd "What do you build"

  • Present the child with the Sd "What plays music"

  • Present the child with the Sd "What do you use to color with"

  • Present the child with the Sd "What do you put clothes in"

  • Receptively Identifies Items Program

  • Present the child with a minimum of 3 pictures/objects and ask the child to "Find ___(name the item in the current step)"

  • Present the child with the Sd "Find the animals"

  • Present the child with the Sd "Find the colors"

  • Present the child with the Sd "Find the letters"

  • Present the child with the Sd "Find the numbers"

  • Present the child with the Sd "Find the shapes"

  • Present the child with the Sd "Find the vehicles"

  • Present the child with the Sd "Find the things that are found at the playground"

  • Present the child with the Sd "Find the things found in the home"

  • Present the child with the Sd "Find the things found outside"

  • Present the child with the Sd "Find the things found in the bedroom"

  • Receptively Identifying What Is Not The Item Program

  • Lay down at least 4 pictures, at least half of the pictures should be the actual item in the step you are working on, and present the child with the Sd "show me what is not a ___(step name)"

  • Present the child with the Sd "Show me what is not a car"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not a color"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not clothes"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not food"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not a shape"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not a toy"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not a crayon"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not transportation"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Present the child with the Sd "Show me what is not a drink"

    Example of step 1- lay down a picture of a phone car another car and an apple present the Sd show me what is not a car and the child will identify the apple and the phone.

  • Receptive Identification of Letters Program

  • In a field of 3 or more lay out cards/pictures of individual letters, present child with the Sd: “TOUCH/FIND/POINT TO ___(LETTER)”

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter a/A."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter b/B."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter c/C."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter e/E."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter f/F."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter g/G."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter h/H."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter i/I."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter j/J."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter k/K."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter l/L."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter m/M."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter n/N."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter o/O."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter p/P."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter q/Q."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter r/R."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter s/S."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter t/T."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter u/U."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter v/V."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter w/W."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter x/X."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter y/Y."

  • In a field of 3 or more, present the child with the Sd: "Touch/find/point to the letter z/Z."

  • Receptive Identification of Numbers Program

  • Expressive Identification of Numbers Program

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH___ (NAME THE NUMBER)

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 1"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 2"

    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...

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 3"

    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...

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 4"

    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...

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 5"

    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...

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 6"

    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...

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 7"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 8"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 9"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 10"

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

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 11"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 12"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 13"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 14"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 15"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 16"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 17"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 18"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 19"

  • In a field of 3 or more present the child with the Sd: “SHOW ME/POINT TO/TOUCH 20"

  • Receptively Identifies The Sounds Of Letters Program

  • In a field of 3, lay down different letter cards, one of the cards being the step you are currently working on, and present the child with the Sd "touch/point to/show me the letter that makes the ____(name the sound)".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the A sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the B sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the C sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the D sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the E sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the F sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the G sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the H sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the I sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the J sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the K sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the L sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the M sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the N sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the O sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the P sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the Q sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the R sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the S sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the T sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the U sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the V sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the W sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the X sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the Y sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Present the child with three letter cards (one being the card that corresponds to the step we are currently on) and present the child with the Sd "touch/point to/show me the letter that makes the Z sound".

    Student must know letter identification of both upper and lower case letters. Generalization of this program should include using both upper case and lower case letters.

  • Receptive Identification of Telling Time Program

  • Lay down a minimum of three clocks. Make sure one of the clocks represent the step that you are on. Present the child with the Sd "Show me/find/point to____(name the step you are on)"

    Example of step 1: Show me 1:00

  • "Show me/find/point to 1:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 2:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 3:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 4:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 5:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 6:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 7:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 8:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 9:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 10:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 11:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to 12:00"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to the clock that shows half an hour"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to the clock that shows one quarter of an hour"

    Example of step 1: Show me 1:00 .

  • "Show me/find/point to the clock that shows one minute"

    Example of step 1: Show me 1:00 .

  • Receptive Identification Of Simple Words Program

  • Present the child with 3 cards that have words written on it. One card should represent the step that you are working on. Ask the child to "find/point/show me the word ___(name the word in the step).

  • Present the child with the Sd "Find/point/show me the word In?"

  • Present the child with the Sd "Find/point/show me the word To?"

  • Present the child with the Sd "Find/point/show me the word The?"

  • Present the child with the Sd "Find/point/show me the word We?"

  • Present the child with the Sd "Find/point/show me the word At?"

  • Present the child with the Sd "Find/point/show me the word Up?"

  • Present the child with the Sd "Find/point/show me the word Go?"

  • Present the child with the Sd "Find/point/show me the word Is?"

  • Present the child with the Sd "Find/point/show me the word My?"

  • Present the child with the Sd "Find/point/show me the word Me?"

  • Present the child with the Sd "Find/point/show me the word Of?"

  • Present the child with the Sd "Find/point/show me the word On?"

  • Present the child with the Sd "Find/point/show me the word It?"

  • Present the child with the Sd "Find/point/show me the word For?"

  • Present the child with the Sd "Find/point/show me the word You?"

  • Present the child with the Sd "Find/point/show me the word Can?"

  • Present the child with the Sd "Find/point/show me the word Was?"

  • Present the child with the Sd "Find/point/show me the word Stop?"

  • Present the child with the Sd "Find/point/show me the word She?"

  • Present the child with the Sd "Find/point/show me the word Mom?"

  • Present the child with the Sd "Find/point/show me the word Dad?"

  • Present the child with the Sd "Find/point/show me the word That?"

  • Present the child with the Sd "Find/point/show me the word They?"

  • Present the child with the Sd "Find/point/show me the word Had?"

  • Present the child with the Sd "Find/point/show me the word But?"