C1 - Providing Information - Concrete Symbolic

Navigation

Teaching Strategies

Teaching Opportunities

Teaching Resources

Levels Of Support

Programming Proforma

Assessment Strategies

Assessment Record

English Learning Continuum Content

Maintains eye contact with person or object with purpose

Use home time to encourage a student to maintain eye contact with their bag. Walk to the bag area and point to the student’s bag saying, “SN, it’s time to go home. What do you need to take home?” If the student looks toward and maintains eye contact with the bag, respond immediately by saying, “Yes! You need to take your bag home!” If the student does not maintain eye contact with the bag, pick it up and place it in the student’s line of sight repeating the question and responding in the same way as above. Repeat this each day to shape ‘looking’ behaviour into a purposeful action. Fade the level of prompting as required until the student is able to independently maintain eye contact with their bag to indicate they need it to go home.

Encourage the student to maintain eye contact with a person using a motivating object. Sit opposite the student, directly in their line of sight. Draw the student’s attention to the motivating object. Use a 'Now…then' visual support that shows, now make eye contact with the teacher then play with the motivating object. Show the visual support to the student and read it aloud. Use a light touch cue on the student’s face near their eye followed by the same touch on your face whilst saying, “SN, looking.” Repeat the touch and verbal cue as needed until the student makes eye contact with you. Immediately reward the student when eye contact is made and say, “SN, Good looking!” then give them the motivating object for a limited period of time. Repeat the activity on a regular basis, increasing the time that person to person eye contact must be maintained. Assist the student to generalise this skill by recognising and immediately praising them for all attempts at making eye contact with a person throughout the day.

Shares with adult

Model ‘sharing’ behaviour by driving your own toy car on the same car mat as the student. Say to the student, “SN is sharing the car mat! Good sharing!” Increase the amount of time spent engaged with the student in the shared activity. Vary the activity as required, ensuring that it is motivating for the student. Some ideas for sharing time activities include block play, computer time and toy play.

Begins to take turns with support

Use a ‘Whose turn?’ board and a box of students’ preferred items to explicitly teach turn taking behaviour. This activity is best taught in a small group situation. Show the students the ‘Whose turn?’ board and explain how it works. Model the use of the board by including your own photo/name in the 1^st position and taking the first turn to select and play with an item from the box. Indicate it is your turn by placing the ‘now’ symbol over your photo/name and when your turn is finished, place your photo/name onto the ‘finished’ section of the board and move the ‘now’ symbol to the next person. Emphasise key phrases such as ‘my turn’, ‘SN’s turn’, ‘my turn is finished’, ‘you are waiting, it is SN’s turn’, ‘who is next?’, ‘SN’s turn is finished’. Repeat this process until all students have had a turn. Praise students for taking turns and waiting appropriately. Block access to the toys as needed to encourage students to wait for their turn. Use visual supports to assist students to generalise turn taking in a variety of activities such as trampoline, bike riding or computer time.

Lead turn taking activities such as ‘Pass the Parcel’. Explicitly teach the students the rules of the game. Encourage the students to take the parcel and pass it to the next person in the circle. Use repetitive language to reinforce awareness of the movement and direction of the parcel as each student takes their turn to pass it, for example, “It’s SN’s turn now, pass it to SN.” Wait for the music to stop to determine whose turn it is to unwrap a layer of the parcel. Ensure each student has a turn to unwrap the parcel and reinforce whose turn it is by saying, “The music has stopped. SN is holding the parcel. It is SN’s turn.”

Suggested Apps

Your turn - Kid Timer