Marc PipitoneIncidental Teaching
November 29th 2010 17:54
This is a method that is effectively---and successfully---implemented with children with autism. The philosophy behind it is that every minute of the day can be utilized as a learning opportunity for the child with autism. The following are examples of how this can be done. Remember that these examples can be adapted for the home or school, and to the child's needs.
REQUESTING TO SHARE
"Can I try?"
"Can I have a turn?"
QUESTION ASKING
"What are you doing?"
Have the child approach an adult/peer who is engaging in an activity. Prompt the student to ask the question.
"What did you make?"
Have the child approach an adult/peer who is engaged in an art activity. Prompt the child to ask the question.
"What's this?"
1. Have a "grab bag" of items that are unknown to the child. Have the child pick one item from the bag. After the child has looked at the item, prompt the child to ask the question.
2. Place items unfamiliar to the child in a play area where children are playing. Set up a situation where the child will come across the items. Prompt the child to ask a peer the question.
"Where is the...?"
1. Place items familiar to the child in hidden areas and tell the child, "Go get the [item]."
2. Wait for the child to look for the item, then prompt the child to ask the question.
IMITATION WITH TOYS
This will help a child acquire a variety of playskills to be used later in playdates. Below are examples of skills that the child needs to develop:
**Motor imitations or simple object manipulation (block in bucket).
**Simple toy actions (at table).
**2 step toy imitation.
**Play stations (imitating adult/peer in one-step play.
**2 step play stations.
**Independent play with toys in play stations.
**Imitating another child's play after a direction is given by an adult.
**Imitating another child's play independently without any direction given by an adult.
**Follow the leader actions (multiple steps).
TOY PLAY SKILLS
Kicking/bouncing/throwing a ball
Block building
Trucks/cars/trains
Dolls
Play school/play kitchen activities
Play-doh
Farm animals
Swinging
Computer games
Books
Legos
TOY PLAY WITH SOUND EFFECTS
This will help a child acquire the skills to use sounds with objects while interacting with others as a means for non-verbal communication. For example, the child says, "Wee!" while a figurine is going down the slide.
VERBAL SKILLS IN INTERACTIONS WITH PEERS
1. Requesting assistance
2. Showing things to other children/adults:
"Look what I have!/Look!/This is mine!/See!"
Have the child complete a simple art activity. Then have the child approach other adults and children and prompt the child to make the statement.
Have a "show and tell" period where the child brings something to show other children. Have the child go up to other children and prompt the child with autism to make the statement.
PRETEND PLAY
The following are examples of skills needed for a child to engage in pretend play:
You will tell the child:
"Pretend to [eat, drink, write, sleep, cry]."
"Pretend to be a [cat, dog, bird, teacher, baby, mommy, daddy, doctor]."
You will then model the action for the above characters and have the child model the action until they can model the action independently when given the direction to do so. Gradually increase the sequence of steps required for each character or lengthen the amount of time the child is required to remain "in character."
USING NON-TOY OBJECTS IN PRETEND PLAY
Give the child an object such as a block (you may also have an object which they model the correct response with). You will say to the child:
Pretend its a [hat, toothbrush, guitar, train]."
CONVERSATIONAL SKILLS
Have the child greet adults---then children---every day. Be sure that the child is making eye contact. Ensure that adults---then children---ask the child questions and that the child reciprocates.
Statement-Statement-Question: Child makes a statement followed by another statement and then asks a question related to the statements.
Example: "I love to watch The Chipmunks. My favorite character is Alvin. Who's your favorite character?"
Statement-Question-Statement: Child makes a statement followed by a question and then makes a statement related to a peer's answer to the question.
Example: (CHILD) "My favorite ice cream is chocolate. What's yours?"
(PEER) "My favorite ice cream is vanilla."
(CHILD) "I like vanilla too."
Question-Statement-Question: Child asks a question and then makes a statement related to the answer to the question then asks another question.
Example: (CHILD) "Did you see Happy Feet?"
(PEER) "No."
(CHILD) "You should see it. Do you like penguins?"
ATTENTION SEEKING
The child will acquire strategies in order to obtain attention appropriately from individuals in the following ways:
Gaining Adult/Peer Attention: Tapping on back, arm or shoulder or saying adult's/peer's name.
Gaining Attention to Request Preferred Item: Adult/Peer is next to child, but looking away. Adult/peer is playing with a preferred toy. Child must gain adult's/peer's attention by tapping adult/peer, then request toy.
***Systematically move farther away from the child.
***Vary the toy that is used to ensure that the child understands that this strategy is to gain someone's attention when other toys are used.
Gaining Attention to Request Help: Have something "fun" inside a container that the child cannot open independently. Have a preferred item up high on a shelf that the child would want but cannot reach.
Gaining Attention to Initiate Interactive Play: For example, a child wants to play on the See-saw. He/she needs another person. The child must gain the attention of the adult/peer to play with him/her on the See-saw, to be picked up in the air and placed on the equipment.
GAME PLAY
This is an activity directed initially by an adult, and later, by a peer. The child needs to acquire the skills in order to allow him/her to play a variety of games. You may use the following to teach this skill:
Barnyard Bingo
Candyland
Memory
Hi-Ho! Cherry-o
REQUESTING TO SHARE
"Can I try?"
"Can I have a turn?"
QUESTION ASKING
"What are you doing?"
Have the child approach an adult/peer who is engaging in an activity. Prompt the student to ask the question.
"What did you make?"
Have the child approach an adult/peer who is engaged in an art activity. Prompt the child to ask the question.
"What's this?"
1. Have a "grab bag" of items that are unknown to the child. Have the child pick one item from the bag. After the child has looked at the item, prompt the child to ask the question.
2. Place items unfamiliar to the child in a play area where children are playing. Set up a situation where the child will come across the items. Prompt the child to ask a peer the question.
"Where is the...?"
1. Place items familiar to the child in hidden areas and tell the child, "Go get the [item]."
2. Wait for the child to look for the item, then prompt the child to ask the question.
IMITATION WITH TOYS
This will help a child acquire a variety of playskills to be used later in playdates. Below are examples of skills that the child needs to develop:
**Motor imitations or simple object manipulation (block in bucket).
**Simple toy actions (at table).
**2 step toy imitation.
**Play stations (imitating adult/peer in one-step play.
**2 step play stations.
**Imitating another child's play after a direction is given by an adult.
**Imitating another child's play independently without any direction given by an adult.
**Follow the leader actions (multiple steps).
TOY PLAY SKILLS
Kicking/bouncing/throwing a ball
Block building
Trucks/cars/trains
Dolls
Play school/play kitchen activities
Play-doh
Farm animals
Swinging
Computer games
Books
Legos
TOY PLAY WITH SOUND EFFECTS
This will help a child acquire the skills to use sounds with objects while interacting with others as a means for non-verbal communication. For example, the child says, "Wee!" while a figurine is going down the slide.
VERBAL SKILLS IN INTERACTIONS WITH PEERS
1. Requesting assistance
2. Showing things to other children/adults:
"Look what I have!/Look!/This is mine!/See!"
Have the child complete a simple art activity. Then have the child approach other adults and children and prompt the child to make the statement.
Have a "show and tell" period where the child brings something to show other children. Have the child go up to other children and prompt the child with autism to make the statement.
PRETEND PLAY
The following are examples of skills needed for a child to engage in pretend play:
You will tell the child:
"Pretend to [eat, drink, write, sleep, cry]."
"Pretend to be a [cat, dog, bird, teacher, baby, mommy, daddy, doctor]."
You will then model the action for the above characters and have the child model the action until they can model the action independently when given the direction to do so. Gradually increase the sequence of steps required for each character or lengthen the amount of time the child is required to remain "in character."
USING NON-TOY OBJECTS IN PRETEND PLAY
Give the child an object such as a block (you may also have an object which they model the correct response with). You will say to the child:
Pretend its a [hat, toothbrush, guitar, train]."
CONVERSATIONAL SKILLS
Have the child greet adults---then children---every day. Be sure that the child is making eye contact. Ensure that adults---then children---ask the child questions and that the child reciprocates.
Statement-Statement-Question: Child makes a statement followed by another statement and then asks a question related to the statements.
Example: "I love to watch The Chipmunks. My favorite character is Alvin. Who's your favorite character?"
Statement-Question-Statement: Child makes a statement followed by a question and then makes a statement related to a peer's answer to the question.
Example: (CHILD) "My favorite ice cream is chocolate. What's yours?"
(PEER) "My favorite ice cream is vanilla."
(CHILD) "I like vanilla too."
Question-Statement-Question: Child asks a question and then makes a statement related to the answer to the question then asks another question.
Example: (CHILD) "Did you see Happy Feet?"
(PEER) "No."
(CHILD) "You should see it. Do you like penguins?"
ATTENTION SEEKING
The child will acquire strategies in order to obtain attention appropriately from individuals in the following ways:
Gaining Adult/Peer Attention: Tapping on back, arm or shoulder or saying adult's/peer's name.
Gaining Attention to Request Preferred Item: Adult/Peer is next to child, but looking away. Adult/peer is playing with a preferred toy. Child must gain adult's/peer's attention by tapping adult/peer, then request toy.
***Systematically move farther away from the child.
***Vary the toy that is used to ensure that the child understands that this strategy is to gain someone's attention when other toys are used.
Gaining Attention to Request Help: Have something "fun" inside a container that the child cannot open independently. Have a preferred item up high on a shelf that the child would want but cannot reach.
Gaining Attention to Initiate Interactive Play: For example, a child wants to play on the See-saw. He/she needs another person. The child must gain the attention of the adult/peer to play with him/her on the See-saw, to be picked up in the air and placed on the equipment.
GAME PLAY
This is an activity directed initially by an adult, and later, by a peer. The child needs to acquire the skills in order to allow him/her to play a variety of games. You may use the following to teach this skill:
Barnyard Bingo
Candyland
Memory
Hi-Ho! Cherry-o
| 71 |
| Vote |
subscribe to this blog
