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Fun After Trials• It is important to generalize skills taught during programs in order to ensure the child is utilizing the skills in an age appropriate, effective, and appropriate manner in their everyday life.• This allows for the child to more fully understand and internalize what is being taught to them
Geared Toward Child• The method used to generalize the skills should be geared toward the child’s lifestyle (family life, school life, culture, etc) and age• For example: When generalizing shake hands we may not generalize this skill with adults for some cultures because shaking an adults hand isn’t appropriate• Another example: Playing pretend with a dollhouse may not be appropriate for an older child. Think about dignity and respect.
What programs and by Whom?• All Programs should be generalized. Be creative!• Everyone should be part of the generalizing process.• Parents especially should be involved as they are to become their childs best teacher!
Program Ideas• The following slides contain program suggestions for generalization• In addition, since each child is different, each “suggestion” may need to be modified to meet each childs specific learning needs and learning style.• Receptive vs. Expressive programs are not specified specifically on the charts that follow because many strategies can be used for both, with slight modifications made to each game/activity
GMI Beginner Learner Advanced Learner• Simon Says • Wii Sports• Obstacle Course • Hopscotch• Incorporate into • Simon Says-Child is OCC/OSC program Simon • Indian Chief • Play soccer, basketball, T-ball/ baseball, etc
Object Imitation Beginner Learner Advanced Learner• Simon Says • Incorporate into play• Incorporate into Play program Program • March in band with instruments
FMI Beginner Learner Advanced Learner• Simon Says • “Where is Thumpkin”• Color with finger • Finger puppets crayons • Don’t break the ice• Basic finger songs game• String beads on • Mr. Mouth game string/pipe cleaner to make necklace, wreath, snake, decoration, etc
OMI Beginner Learner Advanced Learner• Simon Says • Simon Says 2 step• Blow Bubbles • Blowing Ping Pong• Blow horns (horn Hockey hierarchy)• Drink straw (straw hierarchy)
OCC/OSD Beginner Learner Advanced Learner• Simon Says • Candy Land• Modified version of • Shoots and Ladders Mother May I • Wii Sports • Red light green light 123 • Mother May I • Twister
VIM Beginner Learner Advanced Learner• Record mt. words on • If child can read- read TV and pause b/w word off power point words and have child on computer and next repeat slide will be a reinforcing picture • Repeat words in mt. in silly voices, loud, soft, monster voices- make into game
Graphomotor Beginner Learner Advanced Learner• “Kumon” beginner • “Kumon” advanced tracing, drawing, maze drawing, mazes books books, etc • Make pictures that• Make a picture out of a sequence how to draw shape practicing (i.e. something. Child traces make a happy face – and at end independently circle eyes, circle nose, draws the picture circle head) • Play modified Pictionary• Make a picture and have child finish with shape learning (i.e. Make a train and have child trace wheels on train).
Cutting Beginner Learner Advanced Learner• Kumon books are great for • Kumon Books cutting They sequence steps • Character Cutting-more for learning different cuts in a advanced cutting fun colorful way.• Character Cutting-Make a ditto with favorite character on one side and something that corresponds to character on other side (i.e. Buzz light year and his sonic blaster gun). Child cuts across a line drawn from Buzz to his gun.
Matching Beginner Learner Advanced Learner• Memory Modified • Memory (pieces facing up) • Bingo• Match favorite TV • Diego 123 game characters, people, • Old Maid (card game things, etc with 4 cards)
Match Upper and Lower Case Letters Beginner Learner Advanced Learner• Letter Bingo-Each • Letter Bingo-more person has board with letters on board 4 different Upper case depending on student letters. Pick a lower ability case letter from pile and match to board. First one to fill board wins.
Categories/Sorting Beginner Learner Advanced Learner• Interactive Book-make book with pictures • What belongs? – picture of scene. Give missing. Child has pictures in front of them. child 10-15 pictures of pictures (some that As read book place pictures where belong belong in scene and some that don’t). Child in story (i.e. milk in fridge) (Verbal Criteria: puts in scene what belongs.( i.e. baseball Express what else can put in that category) stadium- pictures of mitt, baseball player,• Category Bingo- Each player has a matt for couch, and curtains) (Verbal Criteria: a category (i.e. kitchen, bedroom) Take Discuss what category the items that don’t turns picking cards and placing them on belong go to) your matt. When fill up matt you have • Category board game- go around board and Bingo. (Verbal Criteria: Express what collect a piece of “flare” from each category. picture needs, express category the card he Once have a piece from each category you chooses belongs to) win. (Can make to adhere to childs interest categories can be baseball, Dora, fishing, and party time). (Verbal Criteria: Discuss categories flare goes to prior to start of game when sorting it and setting up game) • Sorting Characters-take the childs favorite characters and make different colors and sizes and then stretch out and make some fat. Generalize sorting by shape, size and color with fun pictures
Number Id Beginner Learner Advanced Learner• Daily Calendar • Daily Calendar • Go Fish
Id Verbs Beginner Learner Advanced Learner• Pictures of character • Have a photo shoot performing these and have child act out verbs verbs and take their• Watch a show (i.e. picture and then Dora) and edit out develop and discuss clips of action verbs • Video shoot –video for child to ID tape child doing action and bring in attributed such as speed, duration, etc
Id Rooms/Places Beginner Learner Advanced Learner• Slide show on computer • Make a game with and label pictures of rooms/places on spaces. When lands on space child labels room/place and/or action perform in room and/or what see in room (label depends on childs current skill level).
Id Community Helpers/Places Beginner Learner Advanced Learner• Memory Match of • Memory Match of Helper to Places/Helpers where he works/his tool • Wipe off dittos make with connecting lines b/w who- where, who-what tool • Thematic Unit on most popular/common community helpers (incorporate math, science, Social studies, ELA, speech, pretend play, arts and crafts, music, etc into unit)
Id Emotions Beginner Learner Advanced Learner• Photo album of people • Game: put a bunch of and characters child likes pictures on floor (the child labels emotions in bigger the better) Ask the pictures child to “Step on the ____• Bingo (look at persons person/face” (Can have face and match what they the child take turns and are feeling to picture on ask you to step on faces your “board” Get all too) emotions on your board and you win).
Acting out Emotions Beginner Learner Advanced Learner• Simon Says • Feeling Charades:• Video tape family “What am I feeling?” members or favorite (person acts out character making emotion and other expressions. Show players guesses). the expression and • Board game. Pick then say to child “Lets card. Act out emotion pretend we are mad on card. Then move like Swiper”. number spaces says to move on card.
Shape Id Beginner Learner Advanced Learner• Make a picture (i.e. house • (same as beginner only and tree) by matching no outline) shapes to an outline. (Verbal criteria: some shapes are missing child needs to Id missing shapes and ask for them. Receptive: Ask child to point to some of the shapes used to make the house upon completion)
Color Id Beginner Learner Advanced Learner• (same concept as shape • Complete a coloring Id only this time Rec: SD activity with directions “Pick up Red Triangle” (i.e. color the ducks Child picks up and glues yellow, water blue, etc) on paper to start making • Candy land the house. Exp: Few shapes are missing so child asks for the color shape they need in order to match to the design on paper.
People Id Beginner Learner Advanced Learner• Make photo album with • Look through a photo single pictures of family album and ask child to members talk to you about the pictures • Look at a home movie of a family gathering and ask child to tell you about the video (holidays with many family members present are usually more interesting)
Animal Id Beginner Learner Advanced Learner• Make ABC book of all • Diego 123 game (can animals and read it make this game with together mastered animals)• Memory • Go on yahoo images (block adult stuff) and look up the animals and have the child label them when they pop up.
Gender Beginner Learner Advanced Learner• Sort family member pictures • Sort TV character pictures • Interactive Social story-make a book about gender and give the child a bunch a male and female pictures. As you read have the child insert the pictures. (Wording of the story can be easy or hard depending on learner. For example: The boy went shopping. Vs He went shopping.
Letter Id Beginner Learner Advanced Learner• Letter Jump: Put • Letter Search: Ask larger letters on floor. the child to search the Ask child to “jump on house for the letter of the letter __” or Hold the week/day. (i.e. up letter and ask find the letter A on a “What letter” after bottle of apple juice) child responds, ask them “Jump on it”
Body Part Id Beginner Learner Advanced Learner• Make a large person • Glue/Velcro a face cutout and give the child together things to put on the • Glue/Velcro a body person i.e. put the hat on together his head (once child can do it the correct way, try and do it a silly way. For example: Put the sunglasses on his foot)
Receptive/Expressive Id (Ideas) Beginner Learner Advanced Learner**Computer PowerPoint with 3-5 • Scavenger Hunt pictures on page. SD “Touch ____”/”What is it?” Response: Child touches Appropriate picture/States name of picture Instructor clicks mouse and Power Point goes to next page where there is a reinforcing picture or website to a video for the child
Id objective when described Beginner Learner Advanced Learner• “I’m thinking” game • “I’m thinking” game (with a board as a • Touch and Feel box prompt) (describe what feel and guess what it is)
Unfamiliar Object Id Beginner Learner Advanced Learner• Go on scavenger hunt • Same- more around the house and elaborate hunt (go look for unfamiliar into community) things. Child asks “What is it?”• Scavenger hunt- Teacher asks “What is it?” and child labels or says “I don’t know”
Delivering Messages Beginner Learner Advanced Learner• Play mailman • Telephone game• Deliver letter to (activity where pass a mailbox message in circle to• Deliver letter to family see if the correct message makes it to member. the last person)
Senses Beginner Learner Advanced Learner• Memory • TV bingo• Make coloring ditto with • Sound CD’s one of the senses and • Blind fold taste test things you can and cant • do with that sense. Child Feel box colors in the sense and only the things you can do with that sense (i.e. color in eyes, watch TV, read, and watch a baseball game, don’t color in listen to music and smell flowers)
Thematic Units• Done for larger units or topics with abundance of information• Include Math, science, social studies, ELA, music, play, arts and crafts, generalization and maintenance skills, writing, pretend, life skills, community outings, etc.
What’s Missing Beginner Learner Advanced Learner• Make up pictures where • (same as beginner something is missing. learner activity, except Laminate. Child should have child draw in whats be provided with a few missing) “pieces” so that he/she can choose what piece fits into the picture ( fun reinforcing pictures should be utilized to increase motivation)
Which doesn’t belong Beginner Learner Advanced Learner• Make videos, dittos, • (same as beginner power points, etc of learner just more difficult) pictures/items with different attributes/from different categories, etc and have the child respond by identifying the one that doesn’t belong with the others in the group
Sequencing Beginner Learner Advanced Learner• Read a book and ask what • Make skits of funny things they think will happen next as happening in slow motion. read story Half way through the skit pause the video and ask the child what they think will happen next (i.e. You walk into kitchen. Almost step on banana. STOP TAPE. Ask child “What will happen next. Child responds. START TAPE. You fall. (Child probably laughs) )
Opposites Beginner Learner Advanced Learner• Use a big box and • Opposites scavenger make a game out of hunt- have the child teaching in and out search the house for (try and use other silly 2 opposites (i.e. open materials to make a bottle, closed bottle, game out of other big car, small car, etc) opposites)
What do when… Beginner Learner Advanced Learner• Bingo game: • Same as Beginner Instructor asks a learner only use silly question-child places questions (i.e. What a bingo marker on top do when a mailbox is of the picture that chasing you? ) - do as cooresponds to the a board game (move answer (i.e. What do spaces when answer when it rains.- child questions) marks umbrella)
Attributes Beginner Learner Advanced Learner• Feel Box – Child • Feel Box- Place few describes how the things in box and item feels and then describe what item guess what it is want child to find. Child needs to feel each item to find the correct one the instructor is describing
1:1 correspondence Beginner Learner Advanced Learner• Trouble • Tic Tac Toe • Connect the dots
Play Sounds Beginner Learner Advanced Learner• Simple Play • Advanced Play
Prepositions Beginner Learner Advanced Learner• Pretend play activity with Same box and/or tent and/or • Give child pictures and crawl tube, etc. (i.e. Start tell them where the off the pretend play pictures should be placed activity with phrases like on the paper to make the “Hurry a storm is coming. scene (i.e. put Santa in Crawl through the tube. the sleigh, put Dancer Now get in the house. between Rudolph and the The wind is going blow sleigh) over the tent. Hurry hide under the box.”)
Receptive Conversation Beginner Learner Advanced Learner• Play dolls and have • Puppets them talk • Wear mask and talk in different voice
Social Questions Beginner Learner Advanced Learner• Make book about • Make book about themselves (fill in) themselves. Pictures pictures/word strips made by child with provided in choice of assistance 3-5 to help child make the book and fill in sentences.
Functional Body Parts Beginner Learner Advanced Learner• Make person from cut • Use doll-ask child “Show outs. As child asks for me what the doll does piece of body, instructor with her legs.” Child asks why need that body makes doll walk, run, part. Child should jump, etc. Try and help etc respond by stating a the child think of rationale that coorelates everything the doll can do to that body parts function with that body part and• Simon Says act it out themselves.
Function Rooms/Places Beginner Learner Advanced Learner• Match memory- • Make game and when match picture of land on room/place room/place to action tell what function is perform in room
Environmental Sounds Beginner Learner Advanced Learner• Play CD and Name • Sounds Bingo (play sounds sound, press stop, mark on bingo board sound heard, continue with game)
Function Objects Beginner Learner Advanced Learner• Memory (match object • Interactive Social Story- with function) read story and have child fill in function of objects throughout story (i.e. I left my house and saw a car. I use my car to ____). Child can fill in blank in book by placing a teacher made laminate picture/word with Velcro.