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Program 2

Receptive Identification of Number Groups

Response Definition - CK will identify groups of objects by the number of items in the group.

Program 3

Counting to a Specific Number

Response Definition - CK will rote count to a specific number when asked to do so.

Program 4

Seriation

Response Definition - CK will seriate pictures of specific objects, e.g., a sun, a house, a cat, etc.

Program 5

Extending a Sequence Pattern

Response Definition - When given a model of items in a specific sequence, CK will continue adding items in the correct sequence.

Quick Training Tips

1. Know CK's maintenance skills: Eye contact, hands down, 1-2 word sentences.

2. Only prompt up to 3 times, then go back to a maintenance skill for praise/reward.

3. Use toys as a reward with social praise. Eventually phase out toys/food for social reward.

4. Reward immediately with toy or turn.

5. Do not reward when he is screaming. Only when acting and talking calmly.

6. Do not reward or say anthing to "My turn", repeated words or phrases, or when CK alters a prompt.

7. Better pronunciation may lead to more language because then he will be better understood and get what he wants quicker.

8. Do not prompt with same phrase or tone of voice. Alter to avoid connection to specific prompts. Try whispering or speaking a little louder to help generalize.

9. Do not prompt with a question. Prompt with a statement. If you ask a question, make sure you then prompt with a "Yes" or "No". This will help him begin to understand tone influctions with questions and appropriate answers to them.

Some common computer games that can be used to teach:

When you need another way to say "good job" there are many creative ways. Here are just a few examples:

• Right on!
• You're so smart!
• Nice going.

Objective

Program : Manding for information using questions

Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " WHY" using the following;

1. The Instructor will put child's chair on the table while child is engaged. When child returns to the table the instructor will Prompt IMMEDIATELY

" why did you do that"

" why is the chair there"

" why is the chair on the table"

Instructor answers with something that makes sence e.g. I was cleaning the floor and look what I found under your chair Instructor delivers reinforcement Fade Prompt as soon as possible.

2. Instructor delivers Sd " I am going outside to play"

Prompt IMMEDIATELY " why can't I go"

Instructor " YOU CAN!!!! follow me"

Instructor takes child out to play one game of chase

3. At Lunch the Instructor puts a NON food item on child's plate

While holding up picture (or without a picture) give Sd.

Sd=" Say ____________"

R= child gives close approximation (gradually shape)

Sr=" Good (repeat the word)!! !"

Bilabial-Bilabial (From lips to lips)

• pop
• babe
• bub
• Bop
• mop
• peep
• boom
• mime
• beep
• bum
• pup
• pip
• poem
• pep
• Pam
• pipe
• bib
• Bob
• beam
• bomb
• map

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Bilabial-Labiodental (From both lips to teeth on lip)

• move
• pave
• beef
• Biff
• Bev
• mauve
• move
• muff

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Bilabial-Alveolar (From both lips to tongue at roof of mouth)

*************** Sumlin Notes *********************
[Re-post from 3/97 in answer to someone who was having their first consultant workshop:]

If you have a video recorder, or can borrow one, tape the entire workshop (we found that our first workshop and the impression our consultant made with this first "presentation" was very important -- we were able to narrow three days onto 3 two-hr. videotapes) and give those who can't attend a copy asap. If you can't get hold of a video recorder, audio record and/or take notes on the visuals and make copies for the therapists (and anyone else who has lots of contact with your child -- grandparents, family members, etc.). We continued doing this (both videotaping and taking notes) for therapists, whether they attended or not, for all the follow-up [workshop]s too.