Rooms
Start Date: 7/10/99
End
Date: 8/5/99
Begin
by taking pictures of all the room of your house. Make sure you take the
picture at the eye level of your child.
Take pictures that face the most identifiable part of the room (ie if
you are taking a picture of the bedroom,
make sure the bed is visible in the picture.)
Test
the receptive. Place the picture of a
room on the table. Say “touch X” You can probe this to see which rooms he
does not know and teach this against the rooms he does know by placing two
pictures on the table at the same time.
Once
Lukas can receptively identify all rooms, teach the expressive. Place a picture
on the table and ask “what room?”
Lukas should respond by naming the room. Vary the picture stimuli.
He should be able to identify the rooms in his house. Can he identify the rooms of other
places? Can he see a magazine picture
of a kitchen and identify it? The final
SD is “in vivo” Tell him to “Go to
(room).” He should go to the the room.
The next step is the function of a room. Begin with the Sd “what do you do in the (room).” You can also try the reversal , “where do you
(activity)?”
He should respond with the name the room.
Other variations include in vivo,
“run to the room that you sleep in.” etc.
|
SD1 |
|
|
|
1.
Lukas’s bedroom |
8/2/99 |
8/8/99 |
|
2.
Kitchen |
8/2/99 |
8/8/99 |
|
3.bathroom |
8/2/99 |
8/8/99 |
|
4.living
room |
8/2/99 |
8/8/99 |
|
5.laundry
room |
8/2/99 |
8/8/99 |
|
6.hallway |
8/2/99 |
8/8/99 |
|
7.babies
bedroom |
8/2/99 |
8/8/99 |
|
8.kitchen |
8/2/99 |
8/8/99 |
|
9.
Mom or dad’s bedroom |
8/2/99 |
8/8/99 |
|
SD2 |
|
|
|
1.
Lukas’s bedroom |
8/9/99 |
8/13/99 |
|
2.
Kitchen |
8/9/99 |
8/13/99 |
|
3.bathroom |
8/9/99 |
8/13/99 |
|
4.living
room |
8/9/99 |
8/13/99 |
|
5.laundry
room |
8/9/99 |
8/13/99 |
|
6.hallway |
8/9/99 |
8/13/99 |
|
7.babies
bedroom |
8/9/99 |
8/13/99 |
|
8.kitchen |
8/9/99 |
8/13/99 |
|
9.
Mom or dad’s bedroom |
8/9/99 |
8/13/99 |
|
SD3 |
|
|
|
1.
Lukas’s bedroom |
8/22/99 |
8/26/99 |
|
2.
Kitchen |
8/22/99 |
8/26/99 |
|
3.bathroom |
8/22/99 |
8/26/99 |
|
4.living
room |
8/22/99 |
8/26/99 |
|
5.laundry
room |
8/22/99 |
9/2/99 |
|
6.hallway |
8/22/99 |
9/2/99 |
|
7.babies
bedroom |
8/22/99 |
8/26/99 |
|
8.kitchen |
8/22/99 |
9/22/99 |
|
9.
Mom or dad’s bedroom |
8/22/99 |
9/11/99 |
|
10.
Garage |
8/23/99 |
9/11/99 |
|
SD4 |
|
|
|
1.
Lukas’s bedroom |
8/16/99 |
9/2/99 |
|
2.
Kitchen |
8/16/99 |
9/2/99 |
|
3.bathroom |
8/16/99 |
9/2/99 |
|
4.living
room |
8/16/99 |
9/2/99 |
|
5.laundry
room |
8/16/99 |
9/2/99 |
|
6.hallway |
8/16/99 |
9/2/99 |
|
7.babies
bedroom |
8/16/99 |
9/2/99 |
|
8.kitchen |
8/16/99 |
9/2/99 |
|
9.
Mom or dad’s bedroom |
8/16/99 |
9/2/99 |
|
10.
Garage |
8/16/99 |
9/2/99 |
|
|
|
|
SD1: Touch (room)
SD2:
What room? What room is this? Where is this?
Whats this?
SD3: Go to (room), run to (room) Show me
where the (room) is go get X in (room)
SD4:
What do you do in a (room)
Where do you (activity,
example: cook)?
What place do you (activity)
Notes: this program
wasn’t too bad for us. We were able to
complete it quickly. We had compliance
issues on the in vivo issues or he would get distracted or worse, I wouldn’t realize that a tutor was doing
the rooms program and I would greet him and start talking to him so that he
forgot what he was suppose to be doing.
Other issues included me having to tell tutors not to tell him to go to
the babies room during nap time. I also
learned that one should not keep one’s birth control on the night stand when
tutors might rush in with Lukas in tow because he was to “show me mommy’s
room.” J We also expected full sentence responses from him since he didn’t
have articulation errors, apraxia. We
shaped full sentence responses the very first week.