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
A-01 Self Help
A0 – Have students rub a portion of liquid shampoo into their dry hair before getting into the shower or applying water to the hair. Then, when water is applied, copious lather is instant. Useful for students with limited use of upper extremities.
A1 – Rock student for at least 5 minutes prior to placing in feeding position.
A2 – Say ‘open up’ and stroke edge of mouth with spoon, nipple or food. Open own mouth, if student responds to visual cues. Praise and reinforce with food or drink.
A3 – Stroke student’s throat and say ‘swallow.’ After this is established, cue student by saying ‘swallow’ and stroking own throat. Fade cue to verbal command or gesture, whichever works best with student. Always praise, smile or nod.
A4 – Place your hands over student’s hands to teach student to hold cup while drinking.
A5 – Place spoon in student’s mouth. Place index finger on upper lip and apply light downward pressure. Place thumb and forefinger below lower lip and apply light upward pressure. When lips close over spoon remove it from the student’s mouth.
A6 – Provide a paper bag of plastic fruit and a wicker basket. Teacher will grasp a piece of fruit from the bag and place in basket, naming the fruit. Student will do the same thing. Continue procedure until the basket is full.
A7- Scatter dry cereal on tray in front of student. Grasp student’s hand and assist him/her in picking food up and placing in mouth. Praise as student gets closer to independence.
A8- Place a small scoop of jam on a piece of bread. Instruct student to use a knife to spread jam over entire surface. Cut bread and have student bite off small pieces and eat.
A9 – Instruct student to use a knife to spread cream cheese on a bagel. The student will eat the bagel, biting off the appropriate sized pieces until completely eaten.
A10 – Mark place mats into 2-inch squares and laminate. All finger food must be broken into pieces to fit squares. Size of squares may be altered.
A11 – During meals/snacks, establish rule that student may not pick up food or utensil until mouth is empty. Model and reinforce behavior. Reward with dessert or soda, as student diet dictates.
A12 – Use hand over hand method, your hands over student’s to teach student to use fork and spoon.
A13 – Place ten bread cubes on paper plate. Have student grasp a fork and spear bread and then shake it off into a small bowl. The student will follow the same procedure until all cubes are in the bowl.
A14 – Place small squares of sponge cake on tray in front of student. Demonstrate how to use the fork. Reward success with bite of sponge cake.
A15 – Give the student a plate of large pasta shells and a blunt-tined fork. The student will spear the shells with the fork, raise it to his/her mouth and return it to the plate. The student will follow the same routine until the pasta shells are finished.
A16 – Place the student at a table before a mirror. Stand behind while student is eating and physically assist if necessary.
A17 – Prepare pudding with the student. The student will eat the pudding as a snack. He/she will scoop the pudding with a spoon, raise the spoon to the mouth, and return the spoon to the plate. The student will follow the same procedure until the pudding is finished.
A18 – Tell the story of ‘The Three Bears’. In the play center the student and teacher will pretend to prepare breakfast for the three bears. From a large plate filled with dried beans each student will scoop a few beans onto a separate plate.
A19 – Fill a pan with dry oatmeal mixed with something like fruit loops. With a large spoon student scoops up the fruit loops and leaves the oatmeal.
A20 – Give student 2 plates, one empty and one filled with dried pasta. The student will scoop up the pasta with a fork from plate 1 and place the pasta onto plate 2. The student will continue same procedure until plate 2 is full.
A21 – Cook fresh peas and serve as a snack. The student will scoop up the peas with a fork, raise fork to mouth and return fork to plate. Student follows same procedure until peas are eaten.
A22 – Prepare an eggplant dish with students. Students will observe teacher as heshe cuts food with a knife and fork, scoops food with a fork, raises fork to the mouth, and returns it to the plate. Student will follow same procedure until portion is eaten.
A23 – Give student ‘snakes’ made with pie dough. Demonstrate how to cut the snake with a plastic knife and fork. Ask student to imitate.
A24 – Instruct student to shape pie dough into a flat piece and place on a small plate. Have the student cut dough with a plastic knife or butter knife and blunt-tined fork and continue the procedure until dough is completely cut into pieces. Supervision is advised at all times.
A25 – Place a piece of bread on a plate. Instruct student to use a knife and fork to cut bread into pieces of a size appropriate for eating.
A26 – Cut Styrofoam into the shape of a piece of food. Place lines on the Styrofoam with a magic marker. Have student cut on these lines with a table knife.
A27 – Place a scoop of pudding on a sheet of waxed paper. The student will use a knife to spread pudding all over the paper.
A28 – Show student 12 pictures of various kinds of foods. The student will choose the correct utensil, (knife, fork or spoon) used to eat the food item and place it on top of the picture.
A29 – Instruct student to put sticker on ‘clean hands’ chart after eating if utensil was used and hands are clean. Weekly chart may be outlines of student’s hand with dates marked on each. Chart with stickers for clean days is sent home.
A30 – Place favorite foods at student’s place. If he/she leaves the table, remove food until student returns to his seat. Should not be used to reduce normal calorie intake.
A31 – Keep checklist records on: sitting in at the table, eating over the plate, eating slowly with mouth closed, and cleaning off place mat when finished.
A32 – Instruct student to match pictures of a student observing neat table habits with the corresponding printed sentence.
A33 – Eat with students and model table manners while explaining to them (‘I use my napkin because I have catsup on my mouth…’) Use prompts (‘student, napkin please.’) and praise. Invite parents or staff to lunch with students when acceptable behavior is attained.
A34 – Place a positive reward under a napkin. If student independently and correctly picks up the napkin and uses it, student may have what is underneath it.
A35 – Provide a nutrition experience each day of the week. The 1st 4 days are divided into the 4 food groups with Friday being used for supplementary experiences. The student will sample an item in each food group as a snack.
A36 – Serve lunch ‘family style’. Food will be passed from student to student. Student will take a portion of food and pass to next student.
A37 – Set up a mini salad bar. Have students carry their own plate and walk along a table selecting, from various items on the salad bar. Adults will assist to encourage selecting a variety of foods.
A38 – Call student’s name as they wait at lunch table following meal time. As name is called, student gets up from the table, pushes chair in, and gets in line.
A39 – Place Velcro around the entire cup and a Velcro strip around the students palm so Velcro will stick when student holds cup.
A40 – Select soft plastic cup. Cut half circle on 1 side so nose does not interfere with drinking. Cut out on top, not at lips. Consult OT if student has physical disability.
A41 – Place several lines on a straw to mark levels of sucking. If student sucks through the straw to the desired level, provide reward. Continue this process until the student can suck through the entire straw.
A45 – Seat student on toilet device. Present with favorite toys, book etc. Speak to student in a pleasant manner. Remove student after 2 or 3 minutes.
A46 – Chart for several days the time of day student eliminates and any verbal or physical cues student gives indicating intent to eliminate. After a pattern is noted, place student on toilet at appropriate time. Reward successful cuing within a few minutes of elimination.
A47 – Encourage student to say or signal ‘bathroom’ when he/she feels the need to eliminate. Each time the student does so appropriately, a sticker or stamp is given.
A48 – Instruct student to place in the correct sequence, 4 pictures depicting going to the school rest room, using toilet tissue, flushing the toilet and washing hands.
A49 – Assign ‘buddies’ until everyone knows where restrooms are. Permission is needed to go, except in emergency, and hands are washed upon return to classroom. Praise appropriate behavior and model hand washing yourself.
A50 – Play ‘Simon Says’ while dressing/undressing student. Use commands to elicit help or have student stay still (Simon Says ‘hands up!’ or Simon Says ‘push those arms!’).
A51 – Provide a variety of over-size clothing articles and a mirror. Encourage students to dress up.
A52 – Set up dress-up play corner with hat rack and many hats. The student will dress up by putting on and taking off a variety of hats.
A53 – Instruct a group of students to remove one shoe and put it in the center of the group. Students should take turns selecting their own shoe and putting it on.
A54 – Encourage student to remove coat and hang it up with verbal, signed or physical cues upon arrival at school.
A55 – Provide a variety of clothes in a play store. Role-play buying clothes and dressing up in them.
A56 – Give student 3 dressing vests: 1 with a zipper, 1 with buttons and 1 with snaps. The student will put on the vest and fasten it appropriately. Then the student will do the same for the remaining 2 vests.
A57 – Cut a piece of elastic to snugly fit the students waist. Have students practice pulling the elastic over their feet, over their legs to their waist.
A58 – Give student dolls to dress using doll clothes with Velcro fasteners
A59 – Instruct student to dress up in a dressing vest, closing the Velcro fasteners to put it on and opening the Velcro fasteners to take it off.
A60 – Instruct students to put on and take off their own Velcro-fastened apron before and after sand and water play.
A61 – Start zipper. Verbally prompt student to zip. If no response, complete the task using hand over hand assistance. Fade assistance at midpoint and verbally encourage student to continue pulling the zipper.
A62 – Provide sets of clothing, each containing articles that buttons, snap and zip. Have student dress up in the entire set of clothing. Each set could relate to a role e.g., mother, dancer, football player.
A63 – Give student 3 dressing vests, 1 with a zipper, 1 with buttons and 1 with snaps. Have student put on, fasten, unfasten and remove each of the vests.
A64 – Place articles of clothing on a chair. Students form 2 teams at the opposite side of the room. One student from each team runs to the chair, puts the clothes on, and runs back, takes the clothes off and passes them to the next child. The race continues until all have had a turn.
A65 – Assist student in dressing a doll. The student will fasten the doll clothes by snapping or buttoning. The student will also undress the doll by unsnapping and unbuttoning the clothing.
A66 – Secure an adult shoe to a wooden board to serve as a base. Have students place their feet in this shoe and have the actual practice of lacing and tying the shoe as it will appear on their own feet.
A67 – Dye half of shoe lace one color. Dye other half of lace contrasting color. Student can visually track path when lacing or tying shoes.
A68 – Insert 2 pipe cleaners approximately 2 in. apart in a piece of poster board, knotting them in back of the sheet. Student will have a sturdy, stiff material to learn the beginning steps of tying.
A69 – Sit straddled on floor. Student sits back against adult stomach. Hand- over-hand tie student’s shoes. Later in same position adult ties own shoes step-by-step pausing for student to complete each step on student shoe. Adult and student should work on left/right shoe at same time for accurate modeling.
A70 – Trace student’s body on large paper. Instruct student to draw and color his/her clothing onto body outline.
A71 – Assist student in moving the weather wheel to the appropriate weather for the day. Then the student will dress a doll in clothing that is appropriate for that particular weather.
A72 – Discuss what kinds of clothes should be worn for the day’s weather. Then give students a handout of a human body silhouette. Have students draw the appropriate clothing items for that day’s weather.
A73 – Discuss weather and seasons. Show pictures of students dressed for each season. Make up absurd statements (‘I wear mittens to the beach’) and have student tell why each is absurd.
A74 – Hold up clothing and have student identify each piece and point to corresponding clothing he’s wearing.
A75 – Cut out a life-size outline of student. Give student an article of clothing. Have student hold up that article at the appropriate area on the outline. Follow up activity with the student using a mirror instead of outline.
A76 – Show the student a paper doll dressed in a variety of clothing articles. Have the student remove each article and identify each verbally. Have student redress paper doll with other clothing selections and verbally identify each as the doll is dressed.
A77 – Instruct student to remove his/her own outer clothing from coat room. The student will then identify all his/her clothing items. Next, the student will select the printed words that correctly labels the items.
A78 – Turn clothing inside out (athletic socks, shorts, printed T-shirts). Clothing should be a size or two too large. Have students wear bathing suits while racing to put all clothing on correctly. Other items (shoes, belts, hats, coats) can be added.
A79 – Dress three dolls, 2 dolls with their clothing inside out and one with its clothing right side out. Present the dolls to the student. Ask one student to find the doll whose clothing is right side out.
A80 – Assist student in playing in the water trough, manipulating various water- play toys.
A81 – Fill finger bowl, bowl and basin with water. Have student dip fingers in finger bowl first; remove and dry. Then have student place fingers and thumb in bowl; remove and dry. Place several pennies at bottom of basin. Students will reach in to remove pennies, thus allowing hands to be fully submerged.
A82 – Assist student in sand and/or water play. After he/she is finished, the student will go to the sink, turn on the water, regulate water temperature, and wash his/her hands. Next the child will turn off the water and then dry his/her hands.
A83 – Place a colored picture of something cold by the cold water knob and a picture of something hot by the hot water knob to help students distinguish hot and cold controls.
A84 – Begin by gently rubbing around the mouth with a washcloth, if student is resistant to brushing. As the student relaxes, rub the teeth the same way. When the student tolerates this, insert a soft-bristled toothbrush and brush teeth.
A85 – Have student fill out a check list each morning. Include items such as: brushed teeth, used deodorant, combed hair. Reward with a sticker on the calendar every day check list is completed.
A86 – Have student cover mouth with hand. Teacher holds pin wheel toy in front of student. Student then exhales through nose to move wheel. Student is able to learn blowing needed to clear nose when a tissue is necessary. (Hand over mouth is later removed).
A87 – Set up an area where students can comb or brush their hair. In this area have a shoeshine kit set up where students can clean or polish their shoes. Present awards to students who have neat clean appearances.
A88 – Demonstrate cleaning and drying. Then have student practice with old glasses or sunglasses: hand student a dirty pair of old glasses; have student wash, dry, and peer through them to check cleanliness. When practice glasses are satisfactory, move on to student’s glasses.
A89 – Invite AVTS students taking cosmetology to visit the class and demonstrate manicuring, shampooing, and hair styling. Have a full-length mirror hung conveniently in the classroom so the students can observe and evaluate their personal appearance. Supervisor approval suggested.
A90 – Demonstrate the use of items in a shoe shine kit: polish, applicator, brush or cloth for shining. Have student select appropriate color polish for a sample shoe, apply polish and shine.
