\

- )_
-
1
~ -
1) ,))) 1 )
- ~ - - -- - ~ - - - - - - - - - -- - - -- - - - -
) ) )
------
- - - - - - - - - -
Acknowledgements
We would like to thank the staff of Division TEACCH, Treatment and Education of Autistic and related
Communication handicapped CHildren, for their dedication and commitment to individuals with autism and
their families. Partial proceeds from the sale of this book will help support the continuing efforts of
Division TEACCH. We are most grateful to the entire TEACCH staff, Linda and Ron Larsen of Centering on
Children, Inc. , Sloane Burgess, Michelle Jordy, Carolyn Perry-Jones, Kathy Sherman, John Barton, Steve
Cory, James Harvey, and Tim and Terry Davis of Landmark Printing, who contributed knowledge, energy and
enthusiasm to our project. Finally, a special thanks to "our children" who light our way each and every doy.
About the Authors
Laurie Eckenrode, is a veteran lead teacher in a self-contained program for young chi ldren with autism
and serves as a trainer for Division TEACCH.
Pat Fennell , formerly a teacher, recently retired from Division TEACCH, where she was a psycho-
educational therapist and trainer.
Kathy Hearsey, also formerly a teacher, works for Division TEACCH as a psycho-educational therapist
and trainer. She also served as the director of s'upported employment for Division TEACCH.
Laurie, Pat and Kathy hove all provided training across the U.S. as well as abroad. They hove won many
awards for their achievements in the field of special education. Together, Laurie, Pat and Kathy hove
over sixty years of experience working with except ional children and adults.
Visit our website; www. TasksGalore.com
) ) )
---
Table of Contents
Introduction .. .... ..... ... ......................................... 4
Fine Motor Skills .............................................. 8
Readiness ............................................................ 14
Language Arts .................. ................................. 23
Math ........ .... ... ...... ..................... .................. ..... .... 36
Reasoning ................................. ........................... 48
Play ......... ......... ...... ............ ... ......... ...... .................. 54
Ref erences ......................................................... 59
3
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- - ~ - - - - - - - - - - - - - - - - ~ - - - ~ - - - - - -
Introduction
People, working with students who cope with learning challenges. such as autism. should keep in mind the features
of structure that hove proven useful in classrooms and programs for students of all ages. These features include
the organizat ion of physical space, schedul ing, and teaching methods. The key to all of these features is
individualization.
The mission of the Tasks Galore series is to help teachers. therapists. and parents design meaningful,
individualized tasks with an emphasis on functional academics. All too often, children are left to attempt
traditional pencil-and-paper tasks even when they are either incapable of doing the work or do not see the meaning
of it . Teachers often are not quite sure how to present academic materials in o hands-on opprooch. Many students
with speciol needs learn best using o multi-modol opprooch to leorning. They require movement or sensory input
while processing and learning new informotion. The task ideas in Tasks Galore will help lay a foundation for thot
leorning.
One of the importont factors in clossroom structure is the process of setting up the teoching tosks. Receptive
longuage difficul ties often hinder the student's understanding of what is expected of him or her . Directions for
tosks must be orgonized ond systematic to be successful. Providing learning experiences thot require physicol
movement or some sort of motoric monipulotion con displace inottention ond distroctibility. Resistonce to chonge
ond lock of motivation may be overcome by teoching to the child's strengths ond interests. Above oll, the teaching
should take place at a student's level of understonding.
Like the manipulative, the visual component is important to eoch task. Teochers use visual structure to incorporote
concrete visual cues into the tosk itself. Visual structure copitolizes on the aptitudes and strengths of visual
learners. Some students moy not be successful with schoolwork, because they are unable to understand the
material when it is presented in o more typicol way (i.e., through verbal explanotions or demonstrations).
4
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~ - - - -- - - - - - - - - - ~ - - - -- - - - ~ ~ ~ - - ~
Other students may not become independent workers because they rely too heavily on the verbal or physical
prompts used to teach them. Incorporating visual information, however, enables these students to look for the
visual information and comprehend its meaning. They then use visual cues to tell them what to do with the
materials. Students. thus, may rely on the visual cues to complete tasks independent ly, without depending on care
providers, to be successful. Through the Tosks Go/ore series, the authors hope to share ideas for independent
tasks that hove clear beginnings and endings and may be performed by the student without any teacher
intervention.
Completing a series of actions in a sequent ial manner is at the core of most tasks, whether in t he creation of a
concrete object or in the formulation of an idea. It is of ten difficult, however, for the student with special needs
to organize his or her thoughts in such a step-by-step manner. It is also hard for that student to choose the
relevant details needed to connect concepts. All too often, the student focuses on irrelevant details and fails to
grasp the relationship between the parts and how they connect to form the whole. Making the task clear to the
student through visual information helps ensure that he or she understands the sequence and the relevant details.
Once the student has learned how to rely on these instructions, he or she likely will follow similar instructions in
other settings. The primary goal is to teach independence and how to generalize information learned from one
environment to another. This is accomplished by teaching the student to approach the environment and look for
the visual information.
There are t hree key elements to visual structure:
l. Visual instructions
2. Visual organization
3. Visual clarity
Visual Instructions. Visual instructions provide the means for a student to understand what is expected of him or
her. Such instructions vary considerably depending on the functional level of the child. The goal, however, is to
ensure that ~ h e student can complete the task independently by employing a type of visual instruction that the
student can comprehend. Instructions that often are used include the materials defining the tos k itself. cut out
5
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) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
~ - ._ ...._.., .'-' "-- '- - ,__ -- .,_.,... ....._. __. . .._,> .._... ~ .._,. '.._.1 _.. _... -.;' ._. '--" ..__, '-" ~ ,__.. _.., ..._.,.. __., ....._,.. ...._/ .._./ ....._., -./ _, ..._J ._..
jigs, visual outlining, color-coded written directions/ written directions, color-coded self-correcting sorts, picture
jigs, left-to-r ight sequences, top-to-bottom instruction jigs, and product samples.
Visual Organization: Organizing the sensory environment (the materials and space) modulates the sensory input to
the student and helps him or her complete the task. One may use container organization, such as separate
containers, pencil bags or backpacks. A self-contained task is the most structured way to organize materials,
because the student sees the necessary components of the task as a unit.
Visual Clarity. Visual clarity helps the student discriminate among those details relevant to the completion of a
task. Common techniques include highlighting the important information or relevant concepts and using color-
coding or labeling. At the most basic leve!/ visual clarity is achieved by limiting the materials to only the
informat.ion needed to complete the task successfully.
In summary, here are so me questions to as k when setting up the work orea.
What visual information does the student already understand?
What visual information can the student understand through teaching?
Is the student given enough information to complete the task independently?
Do the physical setting and organization of materials help convey directions to the student?
Are materials presented in an organized manner?
Are there too many materials presented at a given time?
This new era of education promises to improve the educational opportunities for every student in the U.S. All
educational settings should place the focus on instruction and methodologies that hove been proven to work. To
ensure the students' accomplishments, hopes are that one will teach, assess, restructure and teach again. It is
important that these qualities for an exemplary classroom be incorporated for ALL students.
Classroom currculum planning is based on knowledge of how young children learn and develop. They learn best by
watching, handling and manipulating materials. When a young child enters a classroom, the teacher must gather
information about the child's knowledge and capabilities. Parents can be the best possible resource for beginning
6
to plan an appropriate program for each child. It is important for the child to participate in a wide variety of
learning experiences to bring about success in development of the "whole child".
Tasks Ga/ore takes a look at developing tasks that address skills across currculum oreas, using the structures
discussed earlier, and presents task ideas within the following categories:
Fine Motor Skil/s: Pre-writing, writing, and computer skills
Readiness: Matching and sorting skills
Language Arts: Book, print and phonemic awareness, decoding and word recognition, comprehension, and
vocabulary
Math: Number sense, numeration, and numerical operations, spatial sense, measurement, patterns,
relationships and functions
Reasoning: Concepts as they relate to the student's environment: exploring materials, making predictions,
generating attributes and using common objects
Play: art, music, manipulatives, games and independent play
The goal of the Tasks Gafare series is to provide assistance to teachers, therapists and parents in creating a fun,
satisfying and meaningful collection of tasks that will aid in the successful educational careers of their students
and children. The tasks pictured herein were designed for individual students, based on their unique strengths,
interests, and IEP goals, and the authors hope the tasks will serve as a launching pad for the reader's own ideas.
Enjoy ... explore ... create ... and share! If you hove any ideas that you would like to share with others in future
publications, please e-mail digital or scanned photos to us at info@tasksgalore.com
Happy creating!!
Laurie, Pat and Kathy
7
Concepts To Think About Record Your Own Task Ideas Here
Reach, grasp, release
Manipulation
Bilateral Skills
Pre-writing and writing
Computer skills
8
) ) ) ) ) ) ) ) ) ) ) ) ) ) )- ) ) ) ) ) ) . ) ') ) ) ) ) ) ) ) ) )
Pull from Velero TM and
insert into bottle
Drop chips into water
Fine Motor - Put In
Pull and inset into cutout
Push through opening
with pointer finger
Push into slotted opening
Lift from dowel and
place into slot
9
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Fine Motor - Assembly
Slide beads off
pipe cleaner
Colored link assembly
Bead stringing sequence
TinkerToy TM assembly
Interlocking people
Match cassette and case
10
l
1
1
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Fine Motor - Assembly
l

.. Two-piece nut and bolt Three-piece nut and bolt Plastic pipe assembly
Snap hair roller Flashlight assembly Put toothbrush into holder
11
..
1
l l '
) ) ) ) ) ) )
.. Color within boundary
Lift for wrist support
) ) ) ) y" ) ) )
Fine Motor - Writing

\
J
Trace highlighted word
, ! ,

1
sun '
clouds
,l ::,, \ .. "<i>
Ja& crab ,. .... ) v "
tjf pail ond shovel
'sand
1
Copy words from
dictionary
) ) ) ) ) ) )
Trace color-dotted
words
Type from list
)
1
)
12
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Thread into cut out
Fine Motor - Other
Pincer grasp
Pick up and place
with tongs
Put into slot using
wrist rotation
Lift rings from dowel and
place into box
13
_ ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
~ - - - - - -
) ) ) ) ) ) ) ) ) ) ) ) ) ) )
- - ._,/ - -
Concepts To Think About Record Your Own Task Ideas Here
Matching skills
Sorting ski lis
~
'
14
') 1 ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Readiness - Color Concepts
Simple color sort
Colored button sort
Match colored beads to
pipe cleaners
Match colored paper to
large clips
Match colored
clothespins to paper
Sort colored clothing
15
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Readiness- Color Concepts
Place foam shapes onto
colored pegs
Sort and stock by color
Color sort onto dowels
Sort colored Duplos
Color sort into cutouts
Color sort dowels
16
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Readiness- Color Concepts
Sort colored floppy disks
Gingerbread man sort
Self-contained colored
cassette sort
11 IJ
3 lJ 11 11
Jl 4 11 (1
4) " {J
Match erasers and papers
with colored pegs
Sort colored fuzzies
Match by bowtie
color
17
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Readiness Color- Concepts
Color sort into
soap containers
Package colored fish
Package colored clothespin: File pictures behind
corresponding color tabs
Package colored chips
Match clothing by color
18
) )
) ) ) ) ) \ ) ) ) )
Readiness - Object Sort
Take apart and sort
Cup sort and stock
Self-correcting
take apart and sort
Sort objects of
same color
Self-contained
object sort
Sort objects regardless
of color
19
)
) \ ) ) ) ) ) )
Readiness - Match Object to Pictur;-es
Object-to-picture match
Sort bugs to block and
white pictures
Match Thomas the
Tank to pictures
Package school supplies
by pictures on bags
Match animals to
pictures in boxes
Package hygiene supplies
by smaller picture
20
)
)
Readiness -MQich Pictures
Match characters Match animal pictures
Match photographs Sort clothing pictures
Match school supply
pictures
Sort shapes regardless
of color
21
) )
) ) ) ) ) ) ) ) ) ) \ )
) ) ) ) )
Readiness - Matching by Visual Cue
Match blocks with
colored cutouts
Match object with
colored pictures
Match objects by
photo pockets
Match objects with
colored pictures
Match objects by photos
B h ~
Red
D
Match by color and shape
22
1
- ) - )_ -
1 ) ) ) ) ) )
) ) ) ' j ) ) ) ) ) )
) ) ) ) ) ) ) ) ) ) ) ) 1
Concepts T o Think About Record Your Own T as k Ideas Here
Book and print awareness
Phonemic awareness
Decoding and word recognition
Comprehension
Vocabulary
..
23
l
Language Arts - Alphabet
Match alphabet with
clothespins
Velero m missing letters
Place matching letters
into pockets
Sequence alphabet cards
Sequence clusters
of alphabet
Sequence alphabet
snap blocks
24
) 1 )
\ 1 ) )
Language Arts - Letters and Sounds
Match beginning sound
with letters using string
E
e
Match upper case with
lower case using string
Match picture with the
beginning sound
Match letter patterns
Match object with
beginning sound
Rhyming words
25
)
'
)
Language Arts Adapted Books
Adapted counting book Adapted picture book
Adapted word book Adapted word book
Adapted pictured
word book
Adapted pictured
word book
) )
26
\ ) ) ) )
) \
Language Arts - Vocabulary

......
Match body parts
with words
Clip color words to
matching sailboats
~
Clip clothing items to
written words-pictures
Clip clothing item to
written words
Match objects to words
using picture dictionary
Body parts puzzle
27
)
)
'
)
Language Arts - Vocabulary
CO( p i ~
os\1. (l'll)n
Match word with word
Match schedule words
with pictures
-
-
-
o o

00 o
"

-

o 00

..
-

" "

.....
"

""'
Match days of the week Match words with pictures
Match food with
written words
Beach vocabulary
with clothespins
28
)
) ) ) ) ) \ ) ) )
Language Arts -Color Words
Color word dictionary Colored word sort Colored word package
Colored word assembly Colored word attribute
29
Language Arts - Number Words
Number dictionary
Match numerals to words
Match numbers with
written words
2 6 7
twOI
3 .a
etp,ht\
5
fivel 9
tlinel
10
Match words to numerals
Match written numbers
with sets
Number word package
30

'
1 ) ) ) \ \ ) ) ) ) )))\))))\))))l)
Language Arts- Spelling
Magnetic letter spell
with matching outline
Bead spell
Magnetic letter
spell-match
Name spell with
Velero TM letters
Spell with clothespins
Bead spell and package
31
) ) ) ) ) ) )
Language Arts- Spelling
Spell words with
Unifix cubes
Weather spell with
Velero 1'M letters
Spell words with
snap blocks
Write color words
' . .
' e t '
' ~ ~

Animal name bead spell
Spell words with
comprehension
32
Language Arts - Function and Concepts
I brush my ___ _
Fill in sentence
with picture
EJDD
Match functions
with pictures
Answer questions with
Velero TM answers
~ m a d J

f hoppy [ sod
Match pictures
with emotiens
Answer question
with picture
J#n
X OV!R
X \JNOER
Match pictures
with prepositions
33

Language Arts - Comprehension
Read with pictures
o cat a n d dOQ
,. ... o
two boy
Match pictures
with descript ions
Multiple attributes
Match description
with picture
Follow
written directions
Retell in
sequential order
)
34
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Language Arts Worksheets
Grasshoppers
Wrlle Here!
l. /'lllO\ con) urnJ1 1or?
--------
2. i2J.?
---------------- --- --
3.

4. Whot do sorne birds eol?
Color code for reference
Grasshopper worksheet
Word Ael\enMU:S. Ir_ he..,., UN.:t#nl , u.s C &r'OUSC.I s
_.,._ , - ,......:.ax
l O:,,_......_,., > 1U1 1.. 'HDl
f>o:.tn .;ui:.o;: .j
__ l h= k::..Ot:o:.>o
__x_ Jo, l;.::r
__ lk-;;;:,
_o ....

-- 1t-,..... ho.:.u,.<:!

__ :: I .. ,:: LoaH:
:" !: l i te:! .<:.3_,., ;:t LH
r. t;h.: C::. u:...:.
-- 1h.c: hJOu-""'
_!,hJ tou
j
3-
:r'u.:.!Jo.!o' L ... ::pc "-lhi .,.h.,
!
"'"" ,. ..
_ _ :">!..a.ri::. ..> ..nJ n:
----
-- -'.> Dr ..:u-,

..... :o.___;=--
ir., Uh.'

1
1
' .. . D.:u-.li.kc:o: thc. .or.,. n s o:.;;,;

__ !'wt: .....ri"" 4 ;::-,J ;:-n..,
___ [...:Up<
5- M-1x AOd: f
..
------
__ ,!,1':ax o n.d
Segment and frame
Comprehension
Beach V ocabulary
DraW' a Jine "to "the
opposi"te.
mJ
1 1
1
t-- - --
CIJ
Create worksheet with
vocabulary words
Outline in color
35
-) --5l
) ) ) ) J ) )
) ) ) ) ) ) ) ' ) ) ) ) )
Math - One-to-One Correspondence
1:1 With golf tees
1:1 Teddy bears into ice
cube tray compartments
1:1 Bottles into carton
1:1 Tinkertoym parts
1:1 Pegs into
film canisters

~
~ ... ..:. . ."
41
t: '
-=
.,-
, _
7"
~ . f_,
~
-.
- ~
. \ ~ ;
''-:.J
f "'
~ ~ )
' ~ /
----
" ..
1:1 Button and top
per jar
37
Math- Matching Sets to Numerals
Place clothespins
corresponding to numbers
Match sets by
number pockets
Match magnetic numbers
with sets
Match sets by
number pockets
Package objects with
counting jig
Match sets by
numerals on baggies
38
) )
) )
Math - Matching Numerals to Sets
Matching numerals to
sets of objects
Adapted counting book
Velero iM answers beside
sets of animals
91
1
Velero iM answer to set
Count buttons and match
corresponding hat
Inventory fruit in
bag and write amount
39
1
\
)
Math - Sequencing Numbers
Sequencing magnetic
numbers
Sequencing numbered
umbrellas with paperclips
Sequencing numbered
vehicles
Sequencing numbered
snap blocks
Sequencing UNO cards
Sequencing numbered
blocks toa match
40
)
Math - Sequencing Numbers
Velero TM missing number
folder activity
Velero "!'M missing number
folder activity
Velero TM missing number
flip book
Place number from
middle of sequence
Velero TM missing number
from sequence of three
Dot to dot with
color cues
41
)
Addition using icons
Match problem with
corresponding answer
)
) )
Math - Addition
Addition with snap blocks
Addition with dice inside
plastic eggs
)
Addition with
clothespin answers
Addition word problem
) ) )
42
Math - Addition and Subtraction
Addition with counters
Addition with
VelcroTM answers
Addition with counters
Addition answers
into pocket
Addition with
Touch Math
Subtraction using
Touch Math
43
)
Sort coins by pictures
Sort dollar bilis
Math- Money
Match coins with pictures
and package
Package dollar bilis into
wallets
Match coins with pictures
and package

Sort coins and dollars
44
Match coins with values
Match coins with
written quantity
Math- Money
Sort coins by value
Match number amount
with written value
Match coins by value or
picture cues
1111
,.. ... ,...., coin com inations
with total value
45
) l ) \ )
) } ) }
Math - Time and Measurement
Match dock face with
written time
Measure with ruler
Match digital time with
dock face
Graphing
Match activity and digital
time with dock face
Sequencing
46
) ) )
) ) )
A
' \
\ 1
\ '\
\

-........ ....-

e
Limit and sequence
Alphabet dot to dot
) ) )
Math - Worksheets


Limit and color cede
Subtraction problems
) )
3
- 2
16
- 8
;
_- o
6
- 1
12
- fi
18
- 9
9
- _!
4
- 2
5
- 2
7
- 1
7
- 2
14
- 7
- 1
- 1
6
- 2.
)
8
- 4
-
- ,--1_-; -
Segment and separate
Subtraction problems
47
) ) )
- - - - - - - - - - - - -- - - - - - - - - - -- - - ~ - - - - - - - - - - -- - - - - - - - - - - - -
Concepts To Think About Record Your Own Task Ideas Here
Concepts relating to
the student's environment
Explorinq materials
Mokinq predictions
Generatinq ottributes
Uses of common ob.iects
48
Reasoning- Categorization
Categorize by season Sort grocery items
Animals, clothes or food Dogs or cats
Fruits and vegetables
1 ~ ' '
' '
Foods or animals
.. ~
.f
,_
49
1 l )
Reasoning - Sizes and Sequencing

Sort objects by size
Big, medium and little Big, medium and little
Sequencing an activity
Place items by location Block pattern match
50
' )
) '
) ) ) )
Reasoning - Parts and Wholes
Four- piece puzzle
Half to whole
jiiiil

-
...Js' .....--:..\


-- <J ; ._
Corresponding parts
Match sound to
its animal
1
1


Corresponding parts
their homes
51
Inside or outside
Fun or not fun
) ) ) )
Reasoning - Opposites
Likes or dislikes Happy or sad
E- 1
1- 1
1-1

A

!=..el
1=:..&1
Healthy or not healthy
A

Odd or Even
52
Reasoning - Language Concepts
Prepositions
).;
10
-
ro ..
-
1 orino In
M,.ln
Match picture with
description
Which is different?
Match object with
outline
Animai ... "What amI?"
r--- -,
1 1
1 1
1 v 1
1 1
... _ -.1
Category
53
- - - ~ - - - - ~ -- - - - - - - - - ~ ~ ~ - - - - - - - - -
...... ._. ._,. _. - - .-
Concepts To Think About Record Your Own Task Ideas Here
Art and music
Manipulatives
Games
I ndependent play
54
Shape sorter
Mr. Potato HeadTM
Play - Manipulatives
Color-coded puzzle
assembly
Duplo TM assembly by
photo
l ) )
Structured ring toss
Bristle block jig
55
Beads into tube
Magnetic farm animals
' ) )
Play - Independent
Cootie Bug picture
assembly
Making a play sandwich
Adapted sticker book
Dressing Barbie
56
)
Unit-based LOTTO
Unit-based LOTTO
l
\
Play- Games
Stabilize dominoes
Structure for
"How to Tell" .a joke
Layout for card game
" Kings in the Center"
! . ....... _
.... ..
Color-coded jokes
and answers
57
- -
Playdoh m picture j ig
Pegboard
Play - Art and Music
Step-by-step
airplane assembly
I Make Volantines Cardl
Fold
1 Cut
G l ue
Wrlte ~
Happy Valenttnes ~
1 W..-ite J e r e r n y ~
Making a card
Left-to-right spin art
There was o l ~
Who hod o
And 8-l:-N-G- 0 wos hs
nome-o
Structure for song
58
l
) i
) ) ) ) ) ) ) ) )
) ) ) \ \ ) )
References
Division TEACCH
Treatment and Education of Autistic and related Communication handicapped CHildren (TEACCH) is a Division of
the Deportment of Psychiotry of the School of Medicine ot the University of North Carolino at Chope! Hill. It is
the notion's first stotewide progrom for the treotment of children ond odults with autism and similar
developmental disorders.
For informotion about attending TEACCH trainings offered in North Carolino, please visit www.TEACCH.com
For more informotion about sponsoring TEACCH training in your local oreo, please contact:
Gary Mesibov, PhD, Director
Division TEACCH Administration ond Research
CB# 7180
University of North Carolino at Chape! Hil l
Chopel Hill, NC 27599-7180
Phone: (919) 966-2174
Gary_Mesibov@med.unc.edu
Other References
Shoebox Tasks
Centering on Children, Inc.
272 Old Weaverville Road
Asheville, NC 28804
Phone: (888)268-6355, pin #8409
www. shoeboxtasks. com
Roger D. Cox, PhD, Training Director
Division TEACCH Administrotion ond Reseorch
CB# 7180
University of North Carolino ot Chope! Hill
Chape! Hill, NC 27599-7180
Phone: (919) 966-2174
Roger _Cox@med. une. edu
Touch Math
Innovative Learning Concepts
6760 Corporate Drive
Colorado Springs, CO 80919-1999
Phone: 1-800-TOUCHMATH
www. touchmath. com
59
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) ) ) ) ) ) ) ) ) 1 ) 1 ) ) ) ) ) ) ) ) ) ) ) ) 1 J ) 1 ) J ) )
- ~ - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - -- --- - -- - - - ~ ~ -- -
! Creative ideas for teachers 1 therapists 1 and parents,
working with exceptional children
! F ull- color pictorial series of multi- modal tasks 1
used in programs for children with autism
: Applicable to any early education or learning
environment
Copyright 2003 Tasks Galore Al! Rights Rcscrvcd Worldwidc
Edited August 26, 2003