Comparisons
Sd1: Touch/point/give me the one that’s
________.
Examples: bigger, smaller, colder,
longest
Sd2:
Which one is _____________ (hold up two similar items like two plastic
elephants)
Sd3:
Which one is the best/worst (Hold up
two items- a like and a dislike.)
Sd4:
Fill in the blank: I am big. Mommy is bigger. Daddy is ______________.
Sd5: Tell me about this (with visuals). Tells you about it in reference to other
items by using superlatives and comparisons.
Sd6:
Tell me about a ___________ (no visuals)
**If
he is comparing two items, he should use “er” words (bigger, colder, hotter,
longer)
**Go
through all of the attributes from the Opposites program
**As
a part of generalization (or do currently if you wish) do some in vivo items.
(Run faster, Jump higher, jump lower)
|
Target |
Intro |
Sd1
mastery |
Sd2
mastery |
Sd3
mastery |
Sd4
mastery |
Sd5
mastery |
Sd6
mastery |
|
1.
cold |
5/27/00 |
5/30/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
2.
long |
5/27/00 |
5/30/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
3.big |
5/27/00 |
5/30/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
4.
tall |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
5.happy |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
6.sad |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
7.short |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
8.
hot |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
10.mad |
6/6/00 |
6/14/00 |
6/14/00 |
N/A |
6/26/00 |
7/19/00 |
8/2/00 |
|
11.
slang word “cool” |
9/5/00 |
9/10/00 |
|
N/A |
|
|
|
|
12.
heavy |
9/5/00 |
9/10/00 |
9/11/00 |
N/A |
9/11/00 |
9/11/00 |
9/11/00 |
|
13.
dark |
9/5/00 |
9/10/00 |
9/11/00 |
N/A |
9/11/00 |
9/11/00 |
9/11/00 |
|
14.
lighter |
9/5/00 |
9/10/00 |
9/11/00 |
N/A |
9/11/00 |
9/11/00 |
9/11/00 |
|
15.taller |
9/5/00 |
9/10/00 |
9/11/00 |
N/A |
9/11/00 |
9/11/00 |
9/11/00 |
General
Probe of SD3 found that he spontaneously “got it” and hit it throughout
sessions.
General Comments and locations show that these targets were hit at 100% even when newly introduced. They were done on the floor, at the park, at a hospital, at tutor’s apartments, during play dates, at McDonalds, during worksheets. The tutors also probed other adjectives and found that they were not a pr oblem so we did not enter them into the target sheet. Any “non 100%” drills often were followed by a tutor comment that they targeted it in an awkward way and so he was more confused by the answer they wanted than by him not understanding. All of these were introduced immediately into random rotation.