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…Clap your_________,” while pointing to the card and giving him a chance to complete the sentence. When the sentence has been completed you can do the action together. Variation 1 Improve your child’s matching skills by playing this simple variation. How to Make Print out 2 copies of the game cards and cut them out. Glue one set of cards to the Bristol board and cover with Mactac. Take the remaining set and apply Mactac to both sides of each card….
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…ut using characters from the television show, “Sesame Street”. Ernie: “Hi Oscar! Want to play ball?” Oscar: “I don’t like ball.” Ernie: “Hmmm….Oscar doesn’t want to play. I’ll ask Big Bird. Hi Big Bird! Want to play ball?” Big Bird: “OK Ernie. Roll me the ball!” After you have ‘acted out’ a few social situations for your child, you can encourage him to join in. You may also want to view the on-line story “Play Time” with your child to show him how…
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…– Inform the child when there will be transitions or changes in the daily schedule. For example, provide a visual cue like turning the lights off to indicate that a change is coming and say, “Two more minutes, then circle time”. Organizing the Environment How a room is organized can either increase or reduce a child’s anxiety. Planning the room set up, selection and organization of materials can work to reduce overall classroom anxiety. The follo…
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…a social situation. Scripts typically involve a series of visual cues. For example, a script for greeting someone on arrival at preschool could be three visuals depicting: (1) Open door; (2) Say “Hi” to____; (3) Stop (wait for ____to say “Hi”). The picture sequence should be placed next to the door or given to the child by the parent to view before entering the room. Visual scripts can also be used to guide a child through a play activity with ano…
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…t from having a skill broken down into smaller steps. The breaking down of complex skills into smaller components is called task analysis. Anything we do can be broken down into smaller steps. The number of steps depends on the needs of the child. Let’s break down the steps to asking a friend to play: Look for a friend who is playing. Walk towards the friend. Tap them gently on the shoulder. Look at them and say, “Can I play with you?” Wait for ot…
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…ning, turning away, crying, hitting, throwing things, refusing attempts to comfort, or some combination of all these things? Prior to the observation these categories and their definitions must be developed, and all those using the observational instrument must be trained and skilled in its use. You may want to explore several observation techniques to select one that you are comfortable with. Remember that you’re not limited to only one technique…
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…r children are not always willing to share or play with her. Here are some examples: Scenario 1 Dora and Boots are playing with blocks. Swiper comes close, taps Dora on the shoulder, makes eye contact, and says, “Can I play with you?” Dora says, “Sure”. Swiper says, “Thanks” and joins the game. Scenario 2 Dora and Boots are playing with blocks. Swiper comes close, taps Dora on the shoulder, makes eye contact, and says, “Can I play with you?” Dora…
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…Form) Chinese (tip sheet) Chinese (form) English Everyday Opportunities to Practice Turn Taking Chinese English Picture Exchange Communication System Chinese English The Diagnosis of Pervasive Developmental Disorder English Philipino Portuguese Somali Spanish Preschool Programming Resource Manual Some Specific Activities for Communication Development Chinese English French Korean Portuguese Somali Spanish Tagalog Tamil Urdu Vietnamese Alternative…
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…support professionals to help creatively meet the complex needs related to community living. This training will provide viewers with knowledge and skills to better support individuals with a developmental disability living in the Community. This series will also include an update from the DS Housing Task Force and The Bridges to Housing project. Human Trafficking Domestic Sex Trafficking of Youth: Trauma-Informed Prevention and Intervention. Prese…
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…le: Review the plan for today’s session by showing the children the visual schedule. When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc). You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”. Place the schedule in a visible and accessible place where it can be…
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