Thinking Outside the

Box

Fun After Trials

• It is important to generalize skills taught during programs in order to ensure the child is utilizing the skills in an age appropriate, effective, and appropriate manner in their everyday life.

• This allows for the child to more fully understand and internalize what is being taught to them

Geared Toward Child

• The method used to generalize the skills should be geared toward the child’s lifestyle (family life, school life, culture, etc) and age

• For example: When generalizing shake hands we may not generalize this skill with adults for some cultures because shaking an adults hand isn’t appropriate

• Another example: Playing pretend with a dollhouse may not be appropriate for an older child. Think about dignity and respect.

What programs and by Whom?

• All Programs should be generalized. Be creative!

• Everyone should be part of the generalizing process.

• Parents especially should be involved as they are to become their child's best teacher!

Program Ideas

• The following slides contain program suggestions for generalization

• In addition, since each child is different, each “suggestion” may need to be modified to meet each child's specific learning needs and learning style.

• Receptive vs. Expressive programs are not specified specifically on the charts that follow because many strategies can be used for both, with slight modifications made to each game/activity

GMI

Beginner Learner• Simon Says• Obstacle Course• Incorporate into

OCC/OSC program

Advanced Learner• Wii Sports• Hopscotch• Simon Says-Child is

Simon• Indian Chief• Play soccer,

basketball, T-ball/ baseball, etc

Object Imitation

Beginner Learner• Simon Says• Incorporate into Play

Program

Advanced Learner• Incorporate into play

program• March in band with

instruments

FMI

Beginner Learner• Simon Says• Color with finger

crayons• Basic finger songs• String beads on

string/pipe cleaner to make necklace, wreath, snake, decoration, etc

Advanced Learner• “Where is Thumpkin”• Finger puppets• Don’t break the ice

game• Mr. Mouth game

OMI

Beginner Learner • Simon Says• Blow Bubbles• Blow horns (horn

hierarchy)• Drink straw (straw

hierarchy)

Advanced Learner • Simon Says 2 step• Blowing Ping Pong

Hockey

OCC/OSD

Beginner Learner• Simon Says• Modified version of

Mother May I

Advanced Learner• Candy Land• Shoots and Ladders• Wii Sports• Red light green light

123• Mother May I• Twister

VIM

Beginner Learner• Record mt. words on

TV and pause b/w words and have child repeat

Advanced Learner• If child can read- read

word off power point on computer and next slide will be a reinforcing picture

• Repeat words in mt. in silly voices, loud, soft, monster voices-make into game

Graphomotor

Beginner Learner• “Kumon” beginner

tracing, drawing, maze books, etc

• Make a picture out of a shape practicing (i.e. make a happy face –circle eyes, circle nose, circle head)

• Make a picture and have child finish with shape learning (i.e. Make a train and have child trace wheels on train).

Advanced Learner• “Kumon” advanced

drawing, mazes books• Make pictures that

sequence how to draw something. Child traces and at end independently draws the picture

• Play modified Pictionary

Cutting

Beginner Learner• Kumon books are great for

cutting They sequence steps for learning different cuts in a fun colorful way.

• Character Cutting-Make a ditto with favorite character on one side and something that corresponds to character on other side (i.e. Buzz light year and his sonic blaster gun). Child cuts across a line drawn from Buzz to his gun.

Advanced Learner• Kumon Books• Character Cutting-more

advanced cutting

Matching

Beginner Learner• Memory Modified

(pieces facing up)• Match favorite TV

characters, people, things, etc

Advanced Learner• Memory• Bingo• Diego 123 game• Old Maid (card game

with 4 cards)

Match Upper and Lower Case Letters

Beginner Learner• Letter Bingo-Each

person has board with 4 different Upper case letters. Pick a lower case letter from pile and match to board. First one to fill board wins.

Advanced Learner• Letter Bingo-more

letters on board depending on student ability

Categories/SortingBeginner Learner

• Interactive Book-make book with pictures missing. Child has pictures in front of them. As read book place pictures where belong in story (i.e. milk in fridge) (Verbal Criteria: Express what else can put in that category)

• Category Bingo- Each player has a matt for a category (i.e. kitchen, bedroom) Take turns picking cards and placing them on your matt. When fill up matt you have Bingo. (Verbal Criteria: Express what picture needs, express category the card he chooses belongs to)

Advanced Learner• What belongs? – picture of scene. Give

child 10-15 pictures of pictures (some that belong in scene and some that don’t). Child puts in scene what belongs.( i.e. baseball stadium- pictures of mitt, baseball player, couch, and curtains) (Verbal Criteria: Discuss what category the items that don’t belong go to)

• Category board game- go around board and collect a piece of “flare” from each category. Once have a piece from each category you win. (Can make to adhere to child's interest categories can be baseball, Dora, fishing, and party time). (Verbal Criteria: Discuss categories flare goes to prior to start of game when sorting it and setting up game)

• Sorting Characters-take the child's favorite characters and make different colors and sizes and then stretch out and make some fat. Generalize sorting by shape, size and color with fun pictures

Number Id

Beginner Learner• Daily Calendar

Advanced Learner• Daily Calendar• Go Fish

Id Verbs

Beginner Learner• Pictures of character

performing these verbs

• Watch a show (i.e. Dora) and edit out clips of action verbs for child to ID

Advanced Learner• Have a photo shoot

and have child act out verbs and take their picture and then develop and discuss

• Video shoot –video tape child doing action and bring in attributed such as speed, duration, etc

Id Rooms/Places

Beginner Learner• Slide show on computer

and label

Advanced Learner• Make a game with

pictures of rooms/places on spaces. When lands on space child labels room/place and/or action perform in room and/or what see in room (label depends on child's current skill level).

Id Community Helpers/Places

Beginner Learner• Memory Match of

Places/Helpers

Advanced Learner• Memory Match of Helper to

where he works/his tool• Wipe off dittos make with

connecting lines b/w who-where, who-what tool

• Thematic Unit on most popular/common community helpers (incorporate math, science, Social studies, ELA, speech, pretend play, arts and crafts, music, etc into unit)

Id Emotions

Beginner Learner• Photo album of people

and characters child likes child labels emotions in pictures

• Bingo (look at persons face and match what they are feeling to picture on your “board” Get all emotions on your board and you win).

Advanced Learner• Game: put a bunch of

pictures on floor (the bigger the better) Ask the child to “Step on the ____ person/face” (Can have the child take turns and ask you to step on faces too)

Acting out Emotions

Beginner Learner• Simon Says• Video tape family

members or favorite character making expressions. Show the expression and then say to child “Lets pretend we are mad like Swiper”.

Advanced Learner• Feeling Charades:

“What am I feeling?” (person acts out emotion and other players guesses).

• Board game. Pick card. Act out emotion on card. Then move number spaces says to move on card.

Shape Id

Beginner Learner• Make a picture (i.e. house

and tree) by matching shapes to an outline. (Verbal criteria: some shapes are missing child needs to Id missing shapes and ask for them. Receptive: Ask child to point to some of the shapes used to make the house upon completion)

Advanced Learner• (same as beginner only

no outline)

Color Id

Beginner Learner• (same concept as shape

Id only this time Rec: SD “Pick up Red Triangle” Child picks up and glues on paper to start making the house. Exp: Few shapes are missing so child asks for the color shape they need in order to match to the design on paper.

Advanced Learner• Complete a coloring

activity with directions (i.e. color the ducks yellow, water blue, etc)

• Candy land

People Id

Beginner Learner• Make photo album with

single pictures of family members

Advanced Learner• Look through a photo

album and ask child to talk to you about the pictures

• Look at a home movie of a family gathering and ask child to tell you about the video (holidays with many family members present are usually more interesting)

Animal Id

Beginner Learner• Make ABC book of all

animals and read it together

• Memory

Advanced Learner• Diego 123 game (can

make this game with mastered animals)

• Go on yahoo images (block adult stuff) and look up the animals and have the child label them when they pop up.

Gender

Beginner Learner• Sort family member pictures

Advanced Learner• Sort TV character pictures• Interactive Social story-make a

book about gender and give the child a bunch a male and female pictures. As you read have the child insert the pictures. (Wording of the story can be easy or hard depending on learner. For example: The boy went shopping. Vs He went shopping.

Letter Id

Beginner Learner• Letter Jump: Put

larger letters on floor. Ask child to “jump on the letter __” or Hold up letter and ask “What letter” after child responds, ask them “Jump on it”

Advanced Learner• Letter Search: Ask

the child to search the house for the letter of the week/day. (i.e. find the letter A on a bottle of apple juice)

Body Part Id

Beginner Learner• Make a large person

cutout and give the child things to put on the person i.e. put the hat on his head (once child can do it the correct way, try and do it a silly way. For example: Put the sunglasses on his foot)

Advanced Learner• Glue/Velcro a face

together• Glue/Velcro a body

together

Receptive/Expressive Id (Ideas)

Beginner Learner**Computer PowerPoint with 3-5

pictures on page. SD “Touch ____”/”What is it?”Response: Child touches

Appropriate picture/States name of pictureInstructor clicks mouse and

Power Point goes to next page where there is a

reinforcing picture or website to a video for

the child

Advanced Learner• Scavenger Hunt

Id objective when described

Beginner Learner• “I’m thinking” game

(with a board as a prompt)

Advanced Learner• “I’m thinking” game• Touch and Feel box

(describe what feel and guess what it is)

Unfamiliar Object Id

Beginner Learner• Go on scavenger hunt

around the house and look for unfamiliar things. Child asks “What is it?”

• Scavenger hunt-Teacher asks “What is it?” and child labels or says “I don’t know”

Advanced Learner• Same- more

elaborate hunt (go into community)

Delivering Messages

Beginner Learner• Play mailman• Deliver letter to

mailbox• Deliver letter to family

member.

Advanced Learner• Telephone game

(activity where pass a message in circle to see if the correct message makes it to the last person)

Senses

Beginner Learner• Memory• Make coloring ditto with

one of the senses and things you can and cant do with that sense. Child colors in the sense and only the things you can do with that sense (i.e. color in eyes, watch TV, read, and watch a baseball game, don’t color in listen to music and smell flowers)

Advanced Learner• TV bingo• Sound CD’s• Blind fold taste test• Feel box

Thematic Units

• Done for larger units or topics with abundance of information

• Include Math, science, social studies, ELA, music, play, arts and crafts, generalization and maintenance skills, writing, pretend, life skills, community outings, etc.

What’s Missing

Beginner Learner• Make up pictures where

something is missing. Laminate. Child should be provided with a few “pieces” so that he/she can choose what piece fits into the picture ( fun reinforcing pictures should be utilized to increase motivation)

Advanced Learner• (same as beginner

learner activity, except have child draw in what's missing)

General Knowledge

• Thematic Units

Which doesn’t belong

Beginner Learner• Make videos, dittos,

power points, etc of pictures/items with different attributes/from different categories, etc and have the child respond by identifying the one that doesn’t belong with the others in the group

Advanced Learner• (same as beginner

learner just more difficult)

Sequencing

Beginner Learner• Read a book and ask what

they think will happen next as read story

Advanced Learner• Make skits of funny things

happening in slow motion. Half way through the skit pause the video and ask the child what they think will happen next (i.e. You walk into kitchen. Almost step on banana. STOP TAPE. Ask child “What will happen next. Child responds. START TAPE. You fall. (Child probably laughs) )

Opposites

Beginner Learner• Use a big box and

make a game out of teaching in and out (try and use other silly materials to make a game out of other opposites)

Advanced Learner• Opposites scavenger

hunt- have the child search the house for 2 opposites (i.e. open bottle, closed bottle, big car, small car, etc)

What do when…

Beginner Learner• Bingo game:

Instructor asks a question-child places a bingo marker on top of the picture that cooresponds to the answer (i.e. What do when it rains.- child marks umbrella)

Advanced Learner• Same as Beginner

learner only use silly questions (i.e. What do when a mailbox is chasing you? ) - do as a board game (move spaces when answer questions)

Attributes

Beginner Learner• Feel Box – Child

describes how the item feels and then guess what it is

Advanced Learner• Feel Box- Place few

things in box and describe what item want child to find. Child needs to feel each item to find the correct one the instructor is describing

1:1 correspondence

Beginner Learner• Trouble

Advanced Learner• Tic Tac Toe• Connect the dots

Play Sounds

Beginner Learner• Simple Play

Advanced Learner• Advanced Play

Prepositions

Beginner Learner• Pretend play activity with

box and/or tent and/or crawl tube, etc. (i.e. Start off the pretend play activity with phrases like “Hurry a storm is coming. Crawl through the tube. Now get in the house. The wind is going blow over the tent. Hurry hide under the box.”)

Advanced LearnerSame• Give child pictures and

tell them where the pictures should be placed on the paper to make the scene (i.e. put Santa in the sleigh, put Dancer between Rudolph and the sleigh)

Receptive Conversation

Beginner Learner• Play dolls and have

them talk

Advanced Learner• Puppets• Wear mask and talk

in different voice

Social Questions

Beginner Learner• Make book about

themselves (fill in) pictures/word strips provided in choice of 3-5 to help child make the book and fill in sentences.

Advanced Learner• Make book about

themselves. Pictures made by child with assistance

Functional Body Parts

Beginner Learner• Make person from cut

outs. As child asks for piece of body, instructor asks why need that body part. Child should respond by stating a rationale that coorelates to that body parts function

• Simon Says

Advanced Learner• Use doll-ask child “Show

me what the doll does with her legs.” Child makes doll walk, run, walk, run, jump, etcjump, etc. Try and help the child think of everything the doll can do with that body part and act it out themselves.

Function Rooms/Places

Beginner Learner• Match memory-

match picture of room/place to action perform in room

Advanced Learner• Make game and when

land on room/place tell what function is

Environmental Sounds

Beginner Learner• Play CD and Name

sounds

Advanced Learner• Sounds Bingo (play

sound, press stop, mark on bingo board sound heard, continue with game)

Function Objects

Beginner Learner• Memory (match object

with function)

Advanced Learner• Interactive Social Story-

read story and have child fill in function of objects throughout story (i.e. I left my house and saw a car. I use my car to ____). Child can fill in blank in book by placing a teacher made laminate picture/word with Velcro.

Learning Can Be Fun!

• Created by:

• Ellen Viola Thalhamer III