4. Systematic use of forewarning comments, eg talking about upcoming events and lessons
consistently throughout the day.
5. Systematic use of review comments, eg talking about completed events and lessons
consistently throughout the day.
6. Timing teacher comments to coincide with related actions, sensory input or experiences.
7. Inclusion of highly preferred activities within school routine.
Priorities/goals
1. Carlos will demonstrate comprehension of a range of descriptive words in everyday
contexts both verbally and nonverbally. The descriptive words introduced will be linked
with contingent behaviours that clearly show the meaning of the words has been
understood. Examples:
i.
quickly
– Carlos will do the related action faster
ii.
softer
– Carlos will decrease the volume related to his actions
iii.
louder
– Carlos will increase the volume related to his actions
iv.
broken
– Carlos will study the object then attempt to fix the object or seek the
help of someone else
v.
little
– Carlos will take the smaller of items offered or decrease the size of his actions
vi.
hot
(personal) – Carlos will remove unnecessary clothing, turn on the fan/air
conditioner, get a drink of water.
2. Carlos will demonstrate a comprehension of a wide range of action words that he
commonly performs.
113
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
