Exclusions
Began: 4/21/00
Mastered: 5/4/00ß looking back , it only took this long because of
our requirement for all sds to take
Place across tutors and
days. This should not have been an
official program. It should have been probed
in a session or workshop. Any Sd that
he might have failed in the probe should have been the place to start.
Requirement for mastery:
90% or more in random rotation across
two different people, three consequetive sessions, and two different days.
Basic SD1: Touch the one, Give me the one, show me
the one, pick up the one, point to the one, colour the one, etc.
Basic SD2: Tell me,
identify, which one is, etc.
Anything that requires him to verbally tell you the answer.
|
Target Items |
Introduced |
Mastered |
|
1. SD1 not an “object” |
4/21/00 |
4/24/00 |
|
2. SD1 not a “person” |
4/21/00 |
4/24/00 |
|
3. SD1 not an action |
4/21/00 |
4/24/00 |
|
4. SD1 not an emotion |
4/21/00 |
4/24/00 |
|
5. SD1 not a location |
4/21/00 |
4/24/00 |
|
6. SD1 not an adjective |
4/21/00 |
4/24/00 |
|
7. SD1 not a category |
4/21/00 |
4/24/00 |
|
8. SD1 doesn’t belong |
4/25/00 |
4/26/00 |
|
9. SD1 doesn’t belong +
why? |
4/25/00 |
4/29/00 |
|
10. SD2 not category /
adj |
4/26/00 |
4/29/00 |
|
11. SD2 subclass “cat
does not action” |
4/26/00 |
5/4/00 |
|
12. SD2 situational |
4/22/00 |
4/24/00 |
|
|
|
|
NOTES: This program was hit mostly at 100% at all
attempts. We automatically put this in
random rotation since a probe showed that he was not having trouble. This was done at tutor’s apartments,
McDonalds, the park, in the car, as a worksheet,
Sunday school, while reading books.
The only problem:
3/06/00 A school district person wanted to update
his Brigance testing. I stayed to
observe. I am glad
I did. One question in the test was for him to
“underline which one is” He was
kindergarten age and so I believe
The reason
he didn’t do as well was because he didn’t understand the SD “underline” versus
not understanding the exclusion. I made
a note of this and had a tutor test it out.
He didn’t seem to do well. The
next session, a second tutor tried it out with him and it clicked. He had no trouble from that point on.
1. Exclusions
a. Teach the receptive in the
following order:
1. Touch the one that’s not
(object).
2. Touch the one that’s not (person).
3. Touch the one that’s not
(action).
4. Touch the one that’s not
(emotion).
5. Touch the one that’s not
(location).
6. Touch the one that’s not (adjective).
7. Touch the one that’s not
(category).
8. Touch the one that doesn’t
belong.
9. Touch the one that doesn’t
belong + why? (he has to say Why it doesn’t belong)
b. Teach the expressive in the
following order:
1. Name something that’s not
(category/adjective).
2. Subclass: Name a (category)
that doesn’t (action/adjective).
[e.g., Tell me an animal that
doesn’t fly.]
3. Situational: [e.g., Tell me
something you wouldn’t do at school.]