Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
F-06 Visual/Sensory
F-1 Ask students to complete this sentence: ‘If I had a million dollars, I would . . . ‘ If desired, the responses can be recorded to see how many ways they could use the money.
F3- Assemble six containers each marked with a color (red, green, blue, yellow, orange, and purple). Have students sort a variety of crayons, each being a shade of one of the listed colors. Place the shades of a particular color in each container.
F4- Blindfold one student. Have other students take turns making noises (clapping, stomping feet, etc.) in various parts of room (N, E, S, or W) of the blindfolded student. Ask the student to say from which direction the noise is emanating.
F5- Blow bubbles into student’s visual field. Have the student follow bubbles, first by moving the head and then, after mastery, with eyes only.
F6- Bring a supply of flavors, spices, and other edibles (usual and unusual). Blindfold students and have them taste and tell.
F7- Brush lightly over part of student’s body with a soft bristle paintbrush. Have the student tell the name and function of body part being brushed.
F10- Cut 2 dozen large paper shoe prints. Place them in a straight path. (Shoe prints should contrast with color of surface). Have student follow the path by walking on the shoe prints. Vary the path with mastery.
F11- Cut out either a circle, a square, a triangle of a rectangle on each of the four sides of a box. Give the students blocks representing each of the shapes. Have them place the correct block through the corresponding cut-out.
F16- Draw 5 kinds of lines on the chalkboard. Have student choose one of the drawings and redraw it, making it longer or bigger, shorter or smaller, than the model.
F19- Draw various simple shapes. Have student attempt to draw the same shapes. The student’s work can be assembled into a booklet.
F21- Give a 1-step direction to a student. Have the student repeat the direction aloud and then perform the task. If student returns without correctly completing the direction, guide the student through the procedure.
F22- Give each student a bag of matching materials: 2 crayons, 2 pencils, 2 straws, 2 spoons of different sizes. Have students hold up the correct-sized item you request.
F24- Give student language experience paper with numeral and corresponding number word. Student writes numeral and number word in the space available and then draws a set of objects to correspond with the numeral on the paper. These papers may be saved to make a ‘Number Word Book’.
F26- Give students three different lengths of pencils. Have the students arrange the pencils in order from shortest to longest; smallest to largest.
F29- Glue simple photo or magazine picture inside file folder. Cut out window on other half of folder so when folder is closed an interesting detail of picture shows through window. Students identify the rest of picture based on window clue.
F30- Hang mobile of aluminum pie plates near student. Place mobile in sunlight or shine flashlight on it. Have student fixate on mobile as it is presented in various visual fields.
F31- Have a group of students play a game where someone says a word and the next student must give a word beginning with the last sound he heard in the previous word.
F32- Have a set of shape templates for each student. Call out the name of the shape. Have students select and show that shape, then trace it on paper.
F34- Have student appropriately place pegs in a pegboard according to oral directions.
F35- Have student hold a piece of poster board at midline between his/her eyes. Hold two targets two feet in front of the student, one before each eye. Slowly move targets in all directions and ask student to fixate on named target.
F36- Have student hold book during listening activities and participate in library hour with other students.
F38- Have student lie supine on floor. Suspend a brightly colored ball from ceiling 2 feet above student’s face. Move ball in various directions (horizontally, vertically, diagonally, circularly) within students visual field. Slowly increase degree of movements. Encourage student to visually follow moving ball.
F39- Have student listen to a tape recorder with a lot of words and their opposites, which have been discussed. Have student record his own list of opposites of these words on another tape recorder. Keep adding to list as new words are introduced.
F40- Have student locate the beginning and end of a line of number of varied lengths of yarn or pipe cleaners which have been pasted on a piece of 8.5 x 11 cardboard or heavy paper-arranged from left to right.
F41- Have student look at four flannel board pieces such as a heart or turkey, one of which has a part missing. Have student identify it and name the missing part.
F42- Have student name small objects which are partially visible in mouth of sock puppet. If the object is correctly named, allow the student to take the object.
F43- Have student place pegs in a pegboard (or attach rubber bands on a geoboard with 9 or 25 pegs) in horizontal and vertical lines to establish rows, columns, and tracking concepts.
F45- Have student report on a field trip which he/she has taken with a regular education class.
F46- Have student respond to comprehension questions using a toy telephone after listening to a story. Assess comprehension accuracy and use of complete sentences.
F47- Have student sit on a chair. Present a chart 20 feet away with 5 symbols such as a circle, square, or tree. Have student hold a 5×7 index card with the same 5 symbols at arms length. Have student name 5 symbols on the chart, then 5 symbols on the card. Repeat process several times, increasing speed.
F51- Have students work as partners. One student says and spells a word. The partner then uses them in a sentence.
F52- Hide a tape recorder playing taped environmental or speech sounds and encourage students to search for the source.
F55- Invite a fireman or safety inspector to talk to the class. Demonstrate the use of a home fire extinguisher and discuss ways of preventing the spread of fire. Take a field trip to the local fire station. Discuss the dangers of overloading electrical circuits. List possible safety hazards in the school and at home and how to prevent them.
F56- Laminate small cardboard shirts, pants, skirts, etc. in various colors, and label them with color names. Using clothespins, hang several pieces on a portable clothesline to ‘dry.’ Then have students match coordinating outfit pieces by pinning them together on the line.
F60- Make a pile of assorted colors of construction paper sheets. Have a student pull out all the pieces of construction paper that are shades of a named color. Have student name each one as he/she pulls it out.
F67- Physically prompt the student to turn toward such auditory stimuli as rattles, bells, and other noisemakers. Gradually eliminate the physical prompt, and reinforce correct behavior.
F68- Place a 25-foot length of jute in an irregular pattern on the floor. (Jute should contrast with color of floor). Have students follow the path by walking on the jute to the end. Vary the activity by straddling the jute or walking on either left or right side of jute.
F69- Place a number of objects on desk with only two alike. Have student find the two which are the same or give him/her one object and let him/her find one like it.
F71- Place a symbol such as a heart or an arrow at the top of a piece of paper. Have student match the top symbol with symbols which are placed on the same paper in 5 rows of 5 symbols each; circle it.
F73- Place anagrams on table in random order. Name a letter. Have student find it, pick it up, and place it in a box next to him/her.
F75- Place objects such as pencils, paper clips, money, bottle caps etc. in each (2) shoe box. Have students close their eyes and place one hand in each box and match the shapes. Once matched student will pull out objects to determine if matched correctly.
F78- Place ten 12-inch squares of vinyl on a floor with numbers printed on them. Name a number and have the student hop on the corresponding vinyl square. Have student continue to hop on corresponding squares as they are called.
F84- Present student with several pictures of common objects in random order. Call out the name of a pictured object and have the student fixate on correct picture with as little searching as possible.
F86- Project a design onto the chalkboard from an opaque projector or overhead projector. Have the student track horizontal and vertical lines. For a permanent display, large sheets of paper can be affixed to the wall.
F87- Provide notebook paper with holes placed to student’s left. Have student correctly identify and name the top, bottom, left, right upper, lower right, and left center parts of the page of paper.
F88- Purchase or make a collection of familiar textures that a student should recognize when touched. Explain what and how used, etc. Then have guessing time scheduled for student to feel and tell.
F97- Shine a light slowly in various paths across a ceiling in a darkened room using a flashlight. Have student use another flashlight following the same path on the ceiling about one foot behind with another flashlight.
F103- Tape red and yellow streamers to a blow dryer. Turn it on, and move it horizontally in the student’s range of vision. Then turn it off and again move it horizontally in the student’s range of vision. Praise the student for visual tracking.
F107- Use 4 or 5 objects that are exactly the same except for size. Have the student put them in order according to size. Have 3 different sets of 3 sizes of objects and have the student put the smallest ones together, the largest ones together, and the middle-size ones together.
F111- Use a variety of materials to reproduce numerals: clay, pipe cleaners, yarn and glue, salt and glue, sand and glue, bread twisters, any textured materials.
F118- Use set-in puzzles with knobs. Remove puzzle pieces and have student try to identify shape of space using hands and vision, then locate probable piece the same way. Fruit and animal puzzles work well.
F120- Use visual symbols (up-arrow)
F121- Use vocabulary teaching records (such as Hap Palmer). Obtain objects which correspond to the words. Initially, give the student each object as it is named; then have him/her touch the correct one as it is named.
