Life Skills Curriculum - Secondary 1

THE SCHOOL DISTRICT OF PHILADELPHIA
OFFICE FOR SCHOOL OPERATIONS

DIVISION OF SPECIAL EDUCATION
CURRICULUM MANUAL
SECONDARY
LIFE SKILLS PROGRAM
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ACKNOWLEDGEMENTS
Director of Program Development
Dr. Cynthia M. Janssen
Life Skills Administrator
Jeannette Griffith
Editors
Henry Gross
Dr. Gail McGregor
Contributors
Janet Barsky Phyllis Levin

Rhoda Byck Diane Lewandowski
Deborah Cassidy Cynthia Painter
Thomas Crilley Maureen Tobin-Erb
Holly Dorman Deborah Brown Udell
Theresa Freeman Michael Verdi
Carrie Gethers Kathleen Wirth
Molly Hagarty Janet Young
A special note of thanks to Iva Coleman for her dedication and

patience in typing this manual
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TABLE OF CONTENTS
INTRODUCTION
INSTRUCTIONAL OBJECTIVES
Curricular Domains and Goal Areas
Personal Maintenance
Domestic Maintenance
Recreation and Leisure
Functional Academics
Vocational Skills
Interpersonal Communication and Social Skills
Appendix A - Sample Parent Survey Forms
Appendix B - Sample IEP Forms
Appendix C - Glossary
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INTRODUCTION
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PREFACE
The Life Skills Program of the Division of Special Education began as a federally funded
model demonstration program called the Urban Model Project (McGregor, Janssen, Larsen &
Tillery, 1986). One major accomplishment of this project was the development and
implementation of a functional curriculum for students with severe handicaps throughout the
School District of Philadelphia. Within the context of a special education classroom located
within a regular school attended by same-age peers, the educational program for these students
was organized within six instructional domains. These domains - personal maintenance,
domestic maintenance, vocational skills, recreation/leisure skills, functional academics, and
interpersonal communication - represent the major areas of life activity in which all individuals
engage.
Since the time of the Urban Model Project (1982-1984), the Division of Special
Education has continued to expand and improve its services for students with significant
handicaps. For example, the program (now call the Life Skills Program) has grown to
encompass students with moderate handicaps (i.e., students classified as TMR) as well as those
with autistic characteristics (i.e., students classified as Autistic or PDD). Continuing efforts to
increase the social integration of students, refine community-referenced instructional practices,
and a growing emphasis on transition planning and community-based Job training for secondary-
aged students are evident. Finally, as part of the ongoing effort to meet the changing needs of a
heterogeneous group of students and incorporate current "best practices" in these classrooms, the
original curriculum guide for teachers (Quirk, Larsen, Shahadi, Sadjian-Peacock, Gubernick &
Janssen, 1984) has undergone extensive revision. The present volume represents the product of
this effort.
References
McGregor, G., Janssen, C., Larsen, L. S., & Tillery, W. L. (1986). Philadelphia's Urban Model
Project: A system-wide effort to integrate students with severe handicaps. Journal of the
Association for Persons with Severe Handicaps, 11, 61-67.
Quirk, C., Larsen L. A., Shahadi, M., Sadjian-Peacock, C., Gubernick, N., & Janssen, C. M.,
(1984). Curriculum manual. A guide for teachers of students with severe handicaps.
School District of Philadelphia, Division of Special Education.
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THE LIFE SKILLS CURRICULUM: AN INTRODUCTION
Students with moderate to severe handicaps are no longer identified as part of a new
"model program" within the School District of Philadelphia. Rather, Life Skills students have,
and will continue to be, an integral part of the school population within regular elementary,
middle, and high schools throughout the city. The various school activities and resources that
these students share with their regular education peers represent just one component of the
curriculum for these students. Instruction referenced to important activities in the home,
community, and future work settings are also integral parts of a curriculum meant to prepare
students for a normal life in the community.
Purpose of the Manual
The purpose of the Life Skills Curriculum Manual is to provide a common framework for
teachers of students classified as SPI, TMR, and SED/LI to use in the development of their
students' Individual Education Plans (IEPs). The Manual is organized to facilitate the writing of
quality IEP objectives by including information that corresponds to the three major components
of an instructional objective (Mager, 1962). This includes: (a) the target behavior or objective
stem; (b) the conditions under which the behavior will occur; and (c) the criterion or level of
achievement expected. In addition to this information, suggested activities, settings, and
methods of evaluation are presented for each objective stem. [For complete information
regarding recommended evaluation procedures, the reader should refer to the Life Skills Program
Implementation Manual.]
Organization of Curriculum Manual
The Curriculum Manual consists of four sections: (1) a set of instructional objectives
which are a composite of activities or key component skills of activities derived from an analysis
of typical current and future environments of students with moderate to severe handicaps; (2)
resources regarding materials and teaching strategies for each instructional domain; (3) sample
IEPs for several hypothetical students, representing a range of skill levels; and (4) a glossary
which defines terminology used throughout the curriculum manual.
Organization of Instructional Objectives
The instructional objectives are organized within six domains of instruction, representing
the major areas of life activity. These are identified and defined below:
1. Personal Maintenance. Skills that are necessary to care for oneself, including
eating, grooming, dressing, toileting and health care.
2. Domestic Maintenance. Skills that are necessary to participate in home life in the
community. This includes skill areas associated with food preparation, shopping,
cleaning, laundry, etc.
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3. Recreation/Leisure. Skills that are used to engage in free time activities for
pleasure. This includes such areas as individual sports, travel, spectator activities
hobbies, games, etc.
4. Functional Academics. Skills which represent an application of an academic skill

(e.g., reading, writing, math) to a real life situation at home, on the job, or in the
community. This includes skills such as handling money, telling time, reading
sight words, etc.
5. Vocational Skills. Skills which are necessary to secure and maintain a job. This
includes skills involved in specific jobs (e.g., office & clerical skills, restaurant &
kitchen skills) as well as work habits and job related behavior.
6. Interpersonal Communication and Social Skills. Skills which are necessary to

communicate and interact with others. This includes skills required to respond to
others, follow directions, indicate preferences, express onself, etc.
Within each instructional domain, skills are further divided into goal areas. A listing of the goal
areas contained within each instructional domain is presented in the Curriculum Chart on page 2.
References
Mager, R.F. (1962). Preparing instructional objectives. Belmont, CA: Fearon Publishers.
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APPROACHES TO INSTRUCTION IN LIFE SKILLS PROGRAMS
Students with moderate to severe handicaps require a systematic program of instruction

to acquire skills that their "typical" peers learn incidentally. There is a large and continually
growing body of literature available to guide teachers in the selection of instructional procedures
that have proven to be effective with students with significant disabilities. In the following
section, a number of recommended practices in the design and implementation of instructional
programs for students with moderate to severe handicaps will be briefly reviewed. Collectively,
these procedures represent current "best practices" for the Life Skills teacher.
Assessment of Student Abilities
Assessment is the process of gathering information in order to make educational

decisions (Browder, 1987). It is an ongoing process in the education of students with severe
handicaps, serving different functions at each stage of instruction. The sequence of assessment
outlined below assumes that evaluation for classification and placement purposes has already
occurred. In the discussion which follows, assessment is considered in relation to the program
planning process.
Review past records. For the new student in your class, an examination of their
educational records is an important first step in becoming familiar with the learner. Pertinent
medical information, therapy evaluations, psychological reports, and past educational
assessments and program plans will provide a starting point for the current planning effort.
Adaptive Behavior Scales/Skill Checklists. Adaptive behavior scales and criterion-

referenced skill checklists provide a global picture of a student's abilities in a wide range of skill
areas. These instruments are typically completed by obtaining information from an individual
who knows the student well (e.g., parent, previous teacher). Checklists vary in their scope and
level of specificity, and should not be viewed as providing information in sufficient detail to
establish instructional objectives. Rather, they help to establish skill areas that need to be
evaluated in greater detail. A comparison of the content areas of several commonly used
adaptive behavior scales is presented and further discussed in the Life Skills Program
Implementation Manual.
Parent/Caretaker Inventory. Due to its importance in the assessment and instructional

planning process, gathering information from parents/caretakers should be viewed as an integral
step in the assessment process. Parents can provide valuable information about student
performance levels in the home, student preferences in regard to activities and other reinforcers,
and areas of programmatic concern. Inventories can take the form of checklists or open-ended
questions. There is no single best way to collect this information. Sending forms home for
parents to complete may be the best strategy in some cases, while personal conferences or phone
calls may be more effective in others. For sample formats which might be used for this purpose,
see Appendix A. A more comprehensive collection of parent survey forms is contained in the
Life Skills Program Implementation Manual.
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Ecological Inventory. Gathering information from parents may be viewed as one step in
a more comprehensive ecological inventory. Ecological inventory refers to the process of
collecting programmatic information regarding the settings or environments in which a student
currently functions, as well as those that are projected for the future. The skills required to
function in current and future settings represent the most relevant targets for further student
assessment and instruction.
As described by Brown and his colleagues (1979), major life activities (e.g., community,
recreation, vocational, and domestic) are considered when conducting an ecological inventory.
In each of these settings, the following steps are followed in order to complete an ecological
inventory:
1. Delineate the environments within each domain that are available to

nonhandicapped age peers;
2. Delineate the subenvironments within each environment;
3. Delineate the activities that occur within each subenvironment;
4. Delineate the specific skills required or expected in order to participate in each

activity.
Unfortunately, the list of skills generated as a result of this process can, at times, be
unmanageable. It is necessary to have a means of establishing instructional priorities among the
many ecologically valid skill areas identified through this process.
Identification of Instructional Priorities
One of the purposes of an educational program for students with moderate to severe
handicaps is to minimize the differences between these students and their chronological age
peers (Albright, Brown, VanDeventer & Jorgensen, 1987). Given the amount of time required to
learn and generalize new skills, it is important that those targeted for instruction represent
behaviors that will be meaningful for the student in both current and future activities. A number
of considerations have been identified to assist in the selection of skills which represent
instructional priorities for a student (Browder & King, 1987; Brown et al., 1979; Wilcox &
Bellamy, 1987). These include the following:
1. Consideration of the student's and caregiver's preferences. Student preference is

critical in the identification of skills which the student will be motivated to learn.
Parental input will assist in identifying (a) skills that will increase a student's
ability to participate in home routines and activities; (b) skills that are possible to
practice and reinforce in the home settings; and (c) skills that will reduce the
caretaking demands placed on the parents by the student.
2. Consideration of societal values. Identification of societal values can enter into

the selection of priority skills. As described by Browder and King (1987), people
value health, economic independence, and interpersonal relationships. Skills that
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improve a student's status in relation to these commodities might be valuable
targets of instruction.
3. Consideration of significant others. In addition to parents, the preferences of

other significant people in a student's life (e.g., employer, peers) may enter into
the decision-making process when selecting priority training areas.
4. Consideration of skill utility and practical issues. Skill utility can be measured in
terms of the frequency with which a skill is needed in both current and future
settings. Practical issues include considerations such as the amount of
instructional time required to teach a skill and the accessibility of natural
environments for instruction.
5. Consideration of partial participation. Independence is not the only valued

outcome of instruction. Increasing a student's ability to participate to some extent
in a valued activity deserves consideration in the selection of training targets.
Activity-Level Assessment
Once relevant activities have been identified for instruction, task analytic assessments
will enable the teacher to identify the specific areas in which the student requires instruction.
Task analysis refers to the chain of responses involved in performing an activity. It is important
to develop a task analysis while or immediately after watching someone perform the target
activity to be sure that all steps have been identified. Using this as a reference, it is then possible
to observe a student perform the activity and note the specific components that are not in the
student's repertoire. At this point, instruction can be focused on those problem areas during the
natural context of the activity.
For some students and some skills, it may appear unlikely that direct instruction will
result in independent performance. When this is the consensus of the educational team and
parent, consideration should be directed to individualized adaptations or alternate performance
strategies (Baumgart, Brown, Pumpian, Nisbet, Ford, Sweet, Messina & Schroeder, 1982).
Use of Alternate Performance Strategies
Alternative performance strategies are nontypical ways of performing normal functions.

"They are modifications that simplify the cognitive, language, physical, or academic demands of
an activity to facilitate performance by someone who would otherwise have difficulty (Wilcox &
Bellamy, pg. 49)." Examples of alternative performance strategies include: (1) using permanent
assists such as a picture grocery lists, communication boards, etc.; (2) adapting skills sequences
such as using the "next dollar up" strategy for money handling; and/or (3) adapting rules, such as
allowing a student with motor difficulties additional time to complete his/her lunch in the
cafeteria. Alternative performance strategies are used to overcome difficult steps which interfere
with a student's performance of an activity, and should be considered as a preferred alternative to
providing ongoing assistance to a student. These strategies are discussed in more detail in the
Life Skills Program Implementation Manual.
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Teach Activity, Not Component Parts
Traditional approaches to instruction target component skills of a larger activity as a unit

of instruction because it is "learnable" within a defined unit of time. This approach frequently
results in the isolation of these skills from the activity in which they are used (e.g., identifying
coins is not practiced in the context of grocery shopping; furthermore, mastery of these
component skills has little effect on a student's overall ability to shop). New curricular
approaches (Wilcox & Bellamy, 1987) emphasize the practice of units of behavior which reflect
activities rather than subskills of an activity. Teaching a functional activity requires training a
student to initiate, perform, and terminate the activity under normal circumstances. Alternative
performance strategies or partial participation should be considered when this is not
possible.
Train to Generalize
The most important outcome of Life Skills training is student participation in meaningful
activities in integrated home, community, and work settings. From an instructional perspective,
the issue of generalization and maintenance become paramount when striving to achieve these
outcomes. These concepts refer to the continued ability to perform learned skills in a variety of
settings after training has been discontinued. Based on a synthesis of the research literature
presented by Horner, Dunlap and Koegel (1988), several strategies that have successful in
promoting generalization and maintenance are described below.
Teach relevant behaviors. The more useful and adaptive that the skills taught to
studentsare, the more likely they will be naturally reinforced. For example, teaching
students communicative behavior which enables them to initiate an interaction
will be reinforced by responses to that initiation.
Use sufficient teaching examples. Using the same materials and examples during
instruction does little to prepare a student to respond to the full range of situations that are
encountered in "real life". For example, teaching a student to use a vending machine in
the school cafeteria will not ensure that s/he will be able to operate a vending machine at
a work site. It is important to identify response requirements across relevant settings and
select teaching examples that are representative of this range.
Vary cues and consequences during instruction. Students can easily become accustomed
to responding to a specific verbal cue, gesture, or trainer. It is important to vary these
instructional elements to maximize a learner's ability to respond in varied situations.
Reinforce unprompted generalization. When students are observed applying skills in new
situations, it is important to provide immediate reinforcement for this generalization.
Modify environments that support maladaptive behavior. Frequently, reinforcement such

as attention or escape from ongoing demands follows inappropriate student behavior. If
these natural consequences are eliminated, then inappropriate behavior should decrease.
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Ongoing Instruction in Non-School Community Settings
For some part of each instructional week, students must be provided with training in the
settings in which they will ultimately spend time. This means, for example, that shopping skills
should be learned in a store; the use of picture cards to express wants can be practiced when
ordering in a fast food restaurant. Community-based instruction requires careful scheduling and
staff allocation. Transportation must also be worked out. In spite of the logistical problems, this
instructional time may ultimately be the most important period for the students in terms of skill
acquisition. Observing student performance in the community enables the teacher to measure
student proficiency as well as identify additional areas of instructional concern.
Summary
Collectively, these strategies represent current recommendations regarding sound

instructional practices for learners with severe handicaps. More specific recommendations and
references in relation to each curricular area are included at the end of each instructional domain.
References
Albright, K. Z., Brown, L., VanDeventer, P., & Jorgensen, J. (1987). What regular educators
should know about students with severe intellectual disabilities. Unpublished paper.
Madison, WI: University of Wisconsin-Madison and Madison Metropolitan School
District.
Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina, R., & Schroeder,
J. (1982). Principle of partial participation and individualized adaptations in educational
programs for severely handicapped students. Journal of the Association for the Severely
Handicapped, 7, 17-27.
Browder, D. (1987). Assessment of individuals with severe handicaps. Baltimore: Paul H.

Brookes Publishing Co.
Browder, D., & King, D. (1987). Comprehensive assessment for longitudinal curriculum
development (pp. 25-53). In D. M. Browder, Assessment of individuals with severe
handicaps. Baltimore: Paul H. Brookes Publishing Co.
Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L.
(1979). A strategy for developing chronological age appropriate and functional curricular
content for severely handicapped adolescents and young adults. Journal of Special
Education, 13, 81-90.
Horner, R. H., Dunlap,G., & Koegel, R. L. (Eds.) (1988). Generalization and maintenance.
Life-style changes in applied settings. Baltimore: Paul H. Brookes Publishing Co.
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Wilcox, B., & Bellamy, G. T. (1987). A comprehensive guide to the activities catalog. An
alternative curriculum for youth and adults with severe disabilities. Baltimore: Paul H.
Brookes Publishing Co.
HOW TO USE THIS MANUAL
Components of an Instructional Objective
As delineated in the Life Skills Program Quality Checklist, all instructional objectives
must contain the following components.
1. BEHAVIOR. The target skill the student is going to learn must be stated in
observable terms.
2. CONDITIONS. The specific conditions under which the student is to respond

must be described, including:
a. the antecedent cue, prompt, or set of circumstances

b. the ongoing activity
c. the setting(s) in which the student is to perform the skill.
3. CRITERIA. The established level of performance which represents mastery for

that student must be indicated.
When appropriate the following should also be identified:
1. Any specialized materials or equipment required by the student.
2. The physical positioning or mode of response that will be used by the student.
Relationship Between Objective Components and Curriculum Manual
Behavior. The body of this curriculum manual consists of potential instructional

objectives for students arranged according to goal areas within each of six instructional domains.
These objective stems correspond to the behavior component of the instructional objective.
YOU ARE NOT LIMITED TO INSTRUCTIONAL OBJECTIVES CONTAINED WITHIN
THIS MANUAL. Rather, the objective stems contained in this manual are examples of skills
you might target for your students.
THE BEHAVIORS REFLECTED IN INSTRUCTIONAL OBJECTIVES

ESTABLISHED FOR STUDENTS SHOULD BE IDENTIFIED AND
SELECTED BASED ON THEIR RELEVANCE TO INDIVIDUAL
STUDENTS AND THEIR CURRENT AND FUTURE ENVIRONMENTS.
Conditions. In addition to a listing of possible instructional objectives, this manual

includes information designed to assist the teacher in identifying the specific conditions under
which the student will respond. This includes potential antecedent cues, listed under the column
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labeled "Prompt" as well as possible activities and settings in which the behavior is likely to
occur (listed under "Activities" and "Environments", respectively). Once again, these are
provided as suggestions only.
THE ACTIVITIES AND SETTINGS INCLUDED IN INSTRUCTIONAL

OBJECTIVES SHOULD BE REFERENCED TO THOSE ACTIVITIES
AND ENVIRONMENTS WHICH ARE RELEVANT FOR INDIVIDUAL
STUDENTS.
Performance Criteria. The column labeled "Level of Achievement" delineates units of

measure which are appropriate for the behavior referenced in the objective stem. While it is
likely that the criteria referenced in an instructional objective is measured in one of the ways
listed, it is possible that other strategies may also be appropriate.
A second aspect of mastery criteria relates to the durability of a student's behavior change
or skill acquisition. As part of the instructional objective, the number of consecutive
observations (i.e., probes) the student must exhibit the desired level of proficiency must be
indicated. This reflects a concern for behavior change that is maintained over time.
The remaining information on each page that references an objective stem describes
possible instructional methods and materials, as well as strategies for evaluating mastery. While
not necessary components of the instructional objective, this information is helpful in completing
the "Assessment Procedure" portion of the IEP form. It also directs the user to the appropriate
data sheet to use in monitoring this instructional program. (See Life Skills Program
Implementation Manual for detailed information regarding data collection).
Examples of instructional objectives that include all relevant components are contained in
Figure 1 on the following page.
Methods and materials. The information presented in this column is organized into five
clusters. The meaning of these clusters is described below. All terminology which appears in
this column is defined in the glossary in Appendix C.
Prompting system. The first group of methods refers to the strategy which guides the
type and order of instructional prompts provided to the student.
Instructional procedure. Strategies which describe the Components of Instructional

Objectives:
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Required: Use as Needed:
Prompt Materials (adaptive)

Activity Position
Setting
Skill
Criterion
Probe
Sample Objectives with Components Labeled:
TOTAL TASK When cooking activity

in the home economics room, setting
Bill will make a sandwich, skill
completing 5/5 steps, criterion
independently, prompt
for 3 consecutive probes. probe
MULTI TRIAL When shopping activity

in the supermarket setting
Mary will select five items skill
with direct verbal prompts prompt
Using a picture shopping list, material
5/5 times criterion
for 3 consecutive probes probe
When placed in a supported position

seating position
during lunch activity
in the cafeteria setting
Jill will independently prompt
touch the picture from a skill
display of four in order to
request a preferred snack,
4/5 times criterion
for 5 consecutive days. probe
Figure 1. Components of sample instructional objectives, organization or sequence of the

delivery of instruction represent the second cluster of terms in this section.
Instructional arrangement. The context in which instruction is provided is described in

the next cluster of variables.
Method of communication. The way in which information is relayed to the student is

addressed in this set of descriptors.
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Materials. Any materials which represent adaptations or alternative performance
strategies are listed under this heading.
Types of Instructional Objectives
Instructional objectives are statements about skills that the student can be expected to
attain during a school year. In identifying objectives for a student, it is common to focus on the
acquisition of new skills. There is, however, a need to consider both maintenance and
generalization when developing a student's IEP. The distinction between these levels of
performance is follows:
Acquisition refers to adding new behaviors to a student's repertoire of skills.
Maintenance refers to the durability of a behavior over time. Without periodic

reinforcement and/or review, some students lose skills that were previously mastered.
Generalization refers to the ability to use a skill in the multiple natural settings in which it
is required. For students with severe handicaps, mastery of a skill in the classroom does
not insure that a student will use it in other situations. By specifying the range of relevant
performance settings for a student, a target of generalized performance causes a teacher
to consider the unique demands of each setting and provide instruction that will enable
the learner to respond appropriately.
These three standards of performance can, but do not require, separate instructional objectives.
It is desirable, for instance, to refer to both acquisition and generalization in the same objective.
For example:
Given picture cards and a verbal prompt to get these items, Mary will locate five grocery
items with 100% accuracy when shopping at the Acme and the 7-11 for three consecutive
probes.
In this case, the two stores represent quite different contexts in which to shop. Whereas Acme is
a full size grocery store, the 7-11 is a convenience store with a much smaller selection.
However, both stores are close to Mary's house and are relevant performance environments for
her.
Life Skills Instructional Planning Requirements
The IEPs of students within the Life Skills program must contain a minimum of 20
instructional objectives. Guidelines regarding the distribution of these objectives across
instructional domains for different classes are outlined below.
Type of Class Required Domains
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MHLSS Personal Maintenance, Vocational,
Interpersonal Communication and Social Skills
and at least two others
LSS, Elementary Personal Maintenance, Vocational,

Interpersonal Communication and Social
Skills, Functional Academics, and at least one
other
LSS, Secondary Vocational, Interpersonal Communication and

Social Skills, Functional Academics, and at
least two others
AS Functional Academics, Interpersonal

Communication and Social Skills, Vocational,
and at least two others
INSTRUCTIONAL OBJECTIVES
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CURRICULAR DOMAINS AND GOAL AREAS
Secondary
Personal Domestic Recreation & Functional Vocational Interpersonal

Maintenance Maintenance Leisure Academics Skills Communication & Social
Skills
Assisted Eating Grocery Shopping Spectator Activities Sight Reading Job Search Skills Responding to the
Skills environment
Independent Eating General Shopping Game Activities Reading – Word Work Habits Responding to Others
Skills Analysis Skills
Toileting Food Handling Individual Sports Reading Job Related Behavior Following
Comprehension Directions/Routines
Grooming Use of Tools and Travel Writing Housekeeping and Assuming Responsibility
Appliances Janitorial Skills for Self
Dressing Cooking Hobbies Mathematics Manipulative, A & P Initiating an Interaction

Skills
Health Care Meal Preparation Physical Fitness Measurement Skills Stocking and Indicating Preferences
Warehousing Skills
After Meal Clean- Team Sports Calendar Skills Use of Tools and Expressing Self to Others
Up Equipment
Cleaning Skills Time Skills Office and Clerical Skills Helping/Requesting
Laundry Skills Money Handling restaurant and Kitchen Coping with Negatives
Skills Skills
Sewing and Telephone Skills Customer Service

Mending
Gardening Automotive Maintenance
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2
Basic Home Household Repair
Maintenance Maintenance
Clothing Care
Lawn and Yard Care
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PERSONAL
MAINTENANCE
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Domain: Personal Maintenance Secondary
Goal Area: Assisted Eating Skills
OBJECTIVES CONDITIONS METHODS & MATERIALS LEVEL OF METHODS
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Open/close Independent Breakfast Class room Fading % of accuracy Multi trial
mouth for spoon indirect verbal Lunch Cafeteria Time delay Total task
Direct verbal Snack Home economics Least to most hierarchy
Gestural room Most to least hierarchy # correct
Subobjectives: Model Fast food restaurant # trials
Physical Sit down restaurant Shaping
a. Tolerate oral Manipulation of environment
stimulation Massed practice
Independent Distributed practice
b. Open Jaw w/verbal Total task
Hand on Multi trial
c. Close jaw shoulder
Hand on upper Individual instruction
arm
Hand on elbow Sign language
Hand over Naturally occurring gestures
lower Total communication
arm
Hand over wrist Jaw control techniques
Total hand over Reflex integration techniques
hand
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3
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Remove food Independent Breakfast Class room Fading % of accuracy Multi trial
from spoon with Indirect verbal Lunch Cafeteria Time delay Total task
lips Direct verbal Snack Home economics Least to most hierarchy
Gestural room Most to least hierarchy
Model Fast food restaurant # correct
Subobjectives: Physical Sit down restaurant Shaping # trials
Manipulation of environment
a. Close mouth Massed practice
around spoon Distributed practice
Independent Total task
b. Allow spoon to w/verbal Multi trial
be removed from Hand on
mouth shoulder Individual instruction
Hand on upper
c. Keep lips closed arm Sign language
to retain food in Hand on elbow Naturally occurring gestures
mouth Hand over
lower Total communication
arm
Hand over wrist Lip closure techniques
Total hand over Reflex integration techniques
hand Sucking control techniques
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4
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Chew with Independent Breakfast Class room Fading % of Multi trial
molars and other Indirect verbal Lunch Cafeteria Time delay accuracy Total task
teeth Direct verbal Snack Home economics Least to most hierarchy
Manipulation of
a. Move jaws up environment
and down Massed practice
b. Chew when food w/verbal Total task
is placed on Hand on Multi trial
molars shoulder
c. Chew with rotary arm
movements Hand on elbow Sign language
d. Chew food with lower arm Total communication
mixed textures Hand over
wrist Joint/muscle stabilization
Total hand techniques
over hand Jaw control techniques
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5
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Use tongue to Independent Breakfast Class room Fading % of Multi trial
move food in Indirect verbal Lunch Cafeteria Time delay accuracy Total task
mouth Direct verbal Snack Home economics Least to most hierarchy
a. Position tongue massed practice
at base of mouth Distributed practice
to accept food Independent Total task
w/verbal Multi trial
b. Move tongue Hand on
laterally shoulder Individual instruction
Hand on upper
c. Move tongue in arm Sign language
positions Hand on elbow Naturally occurring gestures
necessary for Hand over Total communication
swallowing lower arm
Hand over Tongue control facilitation
wrist Inhibition of tongue thrust
Total hand Swallowing control techniques
over hand
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6
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5 Swallow food Independent Breakfast Class room Fading % of Multi trial
Indirect verbal Lunch Cafeteria Time delay accuracy Total task
Subobjectives: Gestural room Most to least hierarchy
a. Close lips while Physical Sit down restaurant Shaping # trials
swallowing Manipulation of environment
Massed practice
b. Swallow without Distributed practice
excess loss Independent Total task
w/verbal Multi trial
c. Swallow without Hand on
coughing or shoulder Individual instruction
hypersensitivity Hand on upper
arm Sign language
Hand on elbow Naturally occurring gestures
Hand over Total communication
lower arm
Hand over wrist Swallowing techniques
Total hand over Tactile stimulation
hand
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7
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Drink from a cup Independent Breakfast Class room Fading % of Multi trial
indirect verbal Lunch Cafeteria Time delay accuracy Total task
Subobjectives: Gestural room Most to least hierarchy
a Accept liquid Physical Sit down restaurant Shaping # trials
from cup held by Manipulation of environment
adult Massed practice
b. Retain liquid in w/verbal Total task
mouth Hand on Multi trial
shoulder
c. Swallow liquid Hand on upper Individual instruction
arm
d. Accept straw Hand on elbow Sign language
held by adult Hand over Naturally occurring gestures
lower arm Total communication
e. Suck from straw Hand over
wrist Lip closure techniques
Total hand Swallowing control techniques
over hand
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8
Goal Area: Independent Eating Skills
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Eat finger food Independent Breakfast Class room Fading % of multi trial
Direct verbal Snack Home economics Least to most hierarchy TMR data
Subobjectives: Gestural room Most to least hierarchy checklist
Model Fast food restaurant Graduated guidance # correct
a. Pick up food Physical Sit down restaurant # trials
Forward chaining
b. Place food in Backward chaining
mouth Independent Shaping
w/verbal Imitation
c. Identify foods Hand on Manipulation of environment
that are socially shoulder Massed practice
acceptable to eat Hand on upper Distributed practice
with fingers arm Total task
Hand on elbow Multi trial
Hand over
lower arm Small group instruction
Hand over wrist Individual instruction
Total hand
over hand Sign language
Naturally occurring gestures
Total communication
734068.1 8/15/07
9
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Eat with spoon Independent Breakfast Class room Fading % of Multi trial
a. Scoop food Physical Sit down restaurant # trials
Forward chaining
b. Place in mouth Backward chaining
Independent Shaping
c. Remove spoon w/verbal Manipulation of environment
from mouth Hand on Massed practice
without spilling shoulder Distributed practice
food Hand on upper Total task
arm Multi trial
Hand on elbow
Hand over Small group instruction
lower arm Individual instruction
Hand over wrist
Total hand Sign language
over hand Naturally occurring gestures
Total communication
Oral-motor eating techniques
Materials:
Built up handled spoon
Curved spoon
Scoop dish
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10
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Eat with a fork Independent Breakfast Class room Fading % of Multi trial
a. Hold fork Physical Sit down restaurant # trials
correctly Forward chaining
Backward chaining
b. Scoop food Independent Shaping
w/verbal Imitation
c. Pierce food Hand on Manipulation of environment
shoulder massed practice
d Cut with fork Hand on upper Distributed practice
arm Total task
e. Use fork to hold Hand on elbow Multi trial
food in place, Hand over
while cutting lower arm Small group instruction
with knife Hand over Individual instruction
wrist
Total communication
Materials:
Built up handled fork

Weighted fork
Scoop dish
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11
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Use a knife Independent Breakfast Class room Fading % of Multi trial
a. Use knife to Physical Sit down restaurant # trials
spread Forward chaining
Backward chaining
b. Use knife to cut Independent Shaping
w/verbal Imitation
Hand on Manipulation of environment
shoulder Massed practice
Hand on upper Distributed practice
arm Total task
Hand over
Total hand
Total communication
Materials:
Built up handled knife
Rocker knife
Plate guard
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12
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Select proper Independent Breakfast Class room Fading % of Multi trial
utensils indirect verbal Lunch Cafeteria Time delay accuracy Total task
Gestural room Most to least hierarchy checklist
Subobjectives: Model Fast food restaurant # correct
Physical Sit down restaurant Shaping # trials
a. Select knife, fork, Imitation
or spoon Manipulation of environment
appropriately Independent Massed practice
w/verbal Distributed practice
b. Select teaspoon, Hand on Total task
soup spoon shoulder Multi trial
appropriately Hand on upper
arm Small group instruction
c. Select Hand on elbow Individual instruction
salad/dessert fork Hand over
appropriately lower arm Sign language
Hand over wrist Naturally occurring gestures
Total hand Total communication
over hand
734068.1 8/15/07
13
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Drink from cup/ Independent Breakfast Class room Fading % of Multi trial
glass Indirect verbal Lunch Cafeteria Time delay accuracy Total task
Subobjectives: Model Fast food restaurant Graduated guidance # correct
Physical Sit down restaurant # trials
a. Hold cup Forward chaining
properly Backward chaining
Independent Imitation
b. Bring cup to w/verbal Manipulation of environment
mouth Hand on Massed practice
shoulder Distributed practice
c. Drink without Hand on upper Total task
spilling arm Multi trial
Hand on elbow
Hand over wrist
Total communication
Materials:
Double handled cup
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14
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Drink from Independent Breakfast Class room Fading % of Multi trial
containers other Indirect verbal Lunch cafeteria Time delay accuracy Total task
than cup/glass Direct verbal snack Home economics Least to most hierarchy TMR data
Subobjectives: Physical Sit down restaurant Forward chaining # trials
Backward chaining
a. Drink with Imitation
straw Manipulation of environment
Independent Massed practice
b Drink from w/verbal Distributed practice
milk/juice Hand on Total task
carton shoulder Multi trial
Hand on upper
c. Drink from can arm Small group instruction
Hand on elbow Individual instruction
d. Drink from Hand over
bottle lower arm Sign language
e. Drink from wrist Total communication
water fountain Total hand Sucking control techniques
over hand
734068.1 8/15/07
15
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Use napkin Independent Breakfast Class room Fading % of Multi trial
correctly Indirect verbal Lunch Cafeteria Time delay accuracy Total task
Physical Sit down restaurant Forward chaining # trials
a. Wipe mouth as Backward chaining
needed Imitation
Independent Manipulation of environment
b. Place napkin on w/verbal Massed practice
lap when not in Hand on Distributed practice
use shoulder Total task
Hand on upper Multi trial
arm
Hand on elbow Small group instruction
Hand over Individual instruction
lower arm
Hand over wrist Sign language
Total hand Naturally occurring gestures
over hand Total communication
734068.1 8/15/07
16
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
9. Open food Independent Breakfast Class room Fading % of Multi trial
packages Indirect verbal Lunch Cafeteria Time delay accuracy Total task
Subobjectives: Model Fast food restaurant # correct Permanent
Physical Sit down restaurant Forward chaining # trials product
a. Open peel top Backward chaining
container Shaping
b. Open cardboard w/verbal Manipulation of environment
boxes Hand on Massed practice
c. Open Hand on upper Total task
cellophane/foil arm Multi trial
packages Hand on elbow
d. Open vacuum lower arm Individual instruction
packed, ring pull Hand over
cans wrist Sign language
e. Open soda over hand Total communication
bottles/ cans
Materials:
Cap turner
Long lever jar opener
Jar and bottle opener
Pull top tab gripper
734068.1 8/15/07
17
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Pouring Independent Breakfast Class room Fading % of Multi trial
a. Open/close Physical Sit down restaurant Forward chaining # trials
container Backward chaining
Shaping
b. Pour to proper Independent Imitation
level w/verbal Manipulation of environment
Hand on Massed practice
Hand on upper Total task
arm Multi trial
Hand on elbow
Hand over wrist
Total communication
734068.1 8/15/07
18
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
11. Pass and Independent Breakfast Class room Fading % of Multi trial
serve food Indirect verbal Lunch Cafeteria Time delay accuracy Total task
Physical Sit down restaurant Forward chaining # trials
a. Pass items that Backward chaining
are requested shaping
b. Use serving w/verbal Manipulation of environment
utensils Hand on Massed practice
appropriately shoulder Distributed practice
arm Multi trial
Hand on elbow
Hand over wrist
Total communication
734068.1 8/15/07
19
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
12. Eat in fast Independent Breakfast Fast food Fading % of Multi trial
food restaurant Indirect verbal Lunch restaurant Time delay accuracy Total task
Direct verbal Cafeteria Least to most hierarchy TMR data
Gestural Most to least hierarchy checklist
Subobjectives: Model # correct
Physical Forward chaining # trials
a. Stand in line to Backward chaining
place order Shaping
b. Examine board w/verbal Simulation
menu Hand on Manipulation of environment
/selections shoulder Massed practice
c. Obtain tray, arm Multi trial
utensils, napkin Hand on elbow
d. Place order lower arm Individual instruction
Hand over wrist
e. Pay for purchase Total hand Sign language
f. Locate table Total communication
g Carry tray to Materials:

table
Sight vocabulary cards
h. Clean eating Picture cards
area/ dispose of Coin/dollar bill board
trash
734068.1 8/15/07
20
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
13. Eat in sit- Independent Breakfast Sit-down restaurant Fading % of Multi trial
down restaurant Indirect verbal Lunch Time delay accuracy Total task
Direct verbal Least to most hierarchy TMR data
a. Wait to be seated Backward chaining
by hostess shaping
b. Examine menu w/verbal Manipulation of environment
Hand on Distributed practice
c. Place order shoulder Total task
d. Pass bread, arm
condiments Hand on elbow Small group instruction
e. Interact lower arm
appropriately Hand over wrist Sign language
with waitress Total hand Naturally occurring gestures
f Pay for purchase
Materials:
g. Leave
appropriate tip Sight vocabulary cards
Picture cards
Coin/dollar bill board
"Tip card"
734068.1 8/15/07
21
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
14. Eat food Independent Breakfast Sidewalk vendor Fading % of Multi trial
purchased from Indirect verbal Lunch Snack bar Time delay accuracy Total task
vendor/snack bar Direct verbal Snack Least to most hierarchy TMR data
Model # correct
Subobjectives: Physical Forward chaining # trials
Backward chaining
a. Stand in line shaping
appropriately Independent Imitation
w/verbal Manipulation of environment
b. Place order Hand on Distributed practice
shoulder Total task
c. Wait for food Hand on upper Multi trial
arm
d. Pay for purchase Hand on elbow Small group instruction
e. Purchase items lower arm
from vending Hand over wrist Sign language
machines Total hand Naturally occurring gestures
Materials:

Coin funnel
734068.1 8/15/07
22
Goal Area: Toileting
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Indicate Independent Toileting Bathroom Fading % of Multi trial
awareness of Indirect Time delay accuracy Toilet training
wet/dry and verbal Least to most hierarchy recording
soiled/clean Direct verbal Most to least hierarchy
Gestural # correct
Model Shaping # trials
Subobjectives: Physical Imitation
Manipulation of
a. Respond to Independent environment
adult's question w/verbal Distributed practice
regarding need Hand on Multi trial
to toilet shoulder
b. Signal need to arm
go to the Hand on elbow sign language
Bathroom Hand over Naturally occurring
lower arm gestures
wrist
Total hand
over hand
734068.1 8/15/07
23
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Participate in the Independent Toileting Bathroom Fading % of Multi trial
changing process Indirect Time delay accuracy Total task
verbal Least to most hierarchy Toilet training
Subobjectives: Direct verbal Most to least hierarchy recording
Gestural # correct
a. Relax body Model shaping # trials
Physical Imitation
b. Roll to back Manipulation of
Independent environment
c. Lift legs, hips w/verbal Distributed practice
Hand on Total task
d. Turn from side to shoulder Multi trial
side Hand on upper
arm Individual instruction
Hand on elbow
Hand over Sign language
lower arm Naturally occurring
Hand over gestures
wrist Total communication
Total hand
over hand Techniques for
relaxation of
postural tone
Techniques to activate
weak musculature at
the hip
Materials:
Mat
734068.1 8/15/07
24
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Eliminate when Independent Toileting Bathroom FadingTime delay % of Multi trial
placed on Indirect Least to most hierarchy accuracy Total task
commode verbal Most to least hierarchy Toilet training
Direct verbal recording
Gestural Shaping # correct
Subobjectives: Model Imitation # trials
Physical Manipulation of
a Eliminate at environment
specific times Independent Distributed practice
w/verbal Total task
b Exhibit bladder/ Hand on Multi trial
bowel control shoulder
arm
Hand over Naturally occurring
lower arm gestures
wrist
Total hand Materials:
over hand Adaptive potty chair
Toilet seat insert
Grab bars on wall
734068.1 8/15/07
25
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Indicate need to Independent Toileting Bathroom Fading % of Multi trial
use Bathroom indirect Time delay accuracy Toilet training
verbal Least to most hierarchy recording
Direct verbal Most to least hierarchy
Subobjectives: Gestural # correct
a. Use consistent Physical Imitation
signal Manipulation of
b. Respond to w/verbal Distributed practice
question Hand on Multi trial
regarding need shoulder
to go to the Hand on upper Individual instruction
Bathroom arm
lower arm gestures
wrist
Total hand
over hand
734068.1 8/15/07
26
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Toilet self Independent Toileting Bathroom Fading % of Multi trial
independently indirect Time delay accuracy Total task
verbal Least to most hierarchy TMR data
Direct verbal Most to least hierarchy checklist
Subobjectives: Gestural # correct Toilet training
Model Forward chaining # trials recording
a. Undress/dress Physical Backward chaining
Shaping
b. Eliminate Independent Imitation
w/verbal Manipulation of
c. Wipe self Hand on environment
shoulder Total task
d. Flush toilet Hand on upper Multi trial
arm Distributed practice
e. Wash hands Hand on elbow
f. Use urinal lower arm
(males) Hand over Sign language
wrist Naturally occurring
Total hand gestures
734068.1 8/15/07
27
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Use Bathroom at Independent Toileting Bathroom Fading % of Multi trial
appropriate Indirect Time delay accuracy Total task
intervals verbal Least to most hierarchy TMR data
Subobjectives: Gestural # correct Toileting
Model Shaping # trials recording
a. Use Bathroom Physical Imitation
when told Manipulation of
b. Use Bathroom w/verbal Distributed practice
when needed Hand on Total task
shoulder Multi trial
c. Adjust schedule Hand on upper
in response to arm Individual instruction
future Hand on elbow Sign language
unavailability of Hand over Naturally occurring
bathrooms lower arm gestures
wrist
Total hand
over hand
734068.1 8/15/07
28
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Use public Independent Toileting Bathroom Fading % of Multi trial
restroom Indirect Time delay accuracy Total task
Subobjectives: Gestural # correct Toileting
Model Shaping # trials recording
a. Identify Mens/ Physical Imitation
Ladies room Manipulation of
b. Use sanitary w/verbal Distributed practice
procedures Hand on Total task
Hand on upper
Hand on elbow
Hand over gestures
Total hand
over hand
734068.1 8/15/07
29
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Control drooling Independent Integrate into all Integrate into all Fading % of Time sampling
Indirect activities environments Time delay accuracy Interval
Direct verbal Most to least hierarchy Multi trial
Gestural # correct
Physical Imitation
Manipulation of
Hand on Multi trial
shoulder Incidental teaching
arm
lower arm gestures
wrist
Total hand Jaw and lip control
over hand techniques
734068.1 8/15/07
30
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Wash hands and Independent Toileting Class room Fading % of Total task
face Indirect Breakfast Bathroom Time delay accuracy TMR data
verbal Lunch Kitchen area Least to most hierarchy checklist
Direct verbal Meal prep Workshop area Most to least hierarchy
Subobjectives: Gestural After cleaning Locker room # correct
Model After recess/ restaurant Forward chaining # trials
a. Turn on/off Physical physical Backward chaining
water, adjust education Shaping
temperature Independent After painting/ Imitation
w/verbal pasting Manipulation of
b. Use soap Hand on environment
c. Rinse Hand on upper Total task
arm Incidental teaching
d. Dry hands and Hand on elbow
face Hand over Small group instruction
Total hand gestures
734068.1 8/15/07
31
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Brush teeth Independent Grooming Bathroom Fading % of Total task
Indirect After meal Time delay accuracy TMR data
verbal brushing Least to most hierarchy checklist
Subobjectives: Direct verbal Most to least hierarchy
Gestural # correct
a. Turn on/off water Model Forward chaining # trials
Physical Backward chaining
b. Apply toothpaste Shaping
to brush Independent Imitation
c. Brush all tooth Hand on environment
surfaces shoulder Distributed practice
d. Rinse mouth arm
e. Use mouthwash Hand over Individual instruction
lower arm
Total hand gestures
Sensory stimulation
(oral) techniques
Materials:
Adapted handled tooth-
brush
Cut out cup
Double handled cup
734068.1 8/15/07
32
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Wipe/blow nose Independent Integrate into all Integrate into all Fading % of Multi trial
Indirect activities as environments Time delay accuracy Total task
verbal necessary Least to most hierarchy TMR data
Gestural # correct
Model Forward chaining # trials
Shaping
Hand on environment
arm Multi trial
Hand on elbow Incidental teaching
Hand over
wrist Sign language
Total hand Naturally occurring
over hand gestures
Total communication
734068.1 8/15/07
33
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
734068.1 8/15/07
34
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Bathe/shower Independent Bathing Bathroom Fading % of Total task
Indirect Swimming Shower room Time delay accuracy TMR data
verbal Physical Least to most hierarchy checklist
Subobjectives: Direct verbal education
Gestural Most to least hierarchy # correct
a. Turn on/off water Model Forward chaining # trials
b. Adjust water Shaping
temperature Independent Imitation
c. Wash body parts w/verbal Manipulation of
Hand on environment
d. Dry off, dry hair shoulder Total task
Hand on upper
e. Apply powder/ arm Individual instruction
lotion/deodorant Hand on elbow
Hand over gestures
Total hand
over hand Techniques to: transfer
from wheelchair to
tub, facilitate
standing balance and
increase range of
motion
Materials:
Bath mitt w/soap pocket
Grab bars for tub/
shower
734068.1 8/15/07
Long handled scrubber
35 Bath chair
Shower massager
734068.1 8/15/07
36
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
734068.1 8/15/07
37
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Care for hair Independent After bath Bathroom Fading % of Total task
Indirect After shower Locker room Time delay accuracy TMR data
verbal Arrival/departure Community dressing Least to most hierarchy checklist
Subobjectives: Direct verbal room Most to least hierarchy
Gestural # correct
a. Comb or brush Model Forward chaining # trials
hair Physical Backward chaining
Shaping
b. Set or style hair Independent Imitation
c. Shampoo hair Hand on environment
d. Dry hair with Hand on upper Total task
towel or hair arm
dryer Hand on elbow Small group instruction
lower arm Sign language
wrist gestures
over hand
Techniques to
facilitate active
range of motion
Techniques to
facilitate range of
reach
Techniques to
facilitate active
grasp
734068.1 8/15/07
Materials:
38 Long-handled brush
Universal cuff
734068.1 8/15/07
39
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Care for nails Independent Personal care Bathroom Fading % of Total task
Indirect routine Class room Time delay accuracy TMR data
verbal Least to most hierarchy checklist
Subobjectives: Direct verbal Most to least hierarchy Multi trial
Gestural # correct
a. Clean under nails Model Forward chaining # trials
b. Clip nails Shaping
c. File nails w/verbal Manipulation of
Hand on environment
d Use nail polish shoulder Total task
Hand on upper
arm Multi trial
lower arm
Total hand gestures
Materials:
Adapted scissors
Adapted nail file
Suction nail brush on
sink
Soap holder(s)
Nail clipper holder
734068.1 8/15/07
40
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Use and care for Independent Integrate into all Integrate into all Fading % of Total task
personal Indirect activities environments Time delay accuracy TMR data
prosthetic verbal Least to most hierarchy checklist
devices Direct verbal
Gestural most to least hierarchy # correct
Subobjectives: Physical Backward chaining
Shaping
a. Use and care for Independent Imitation
eyeglasses w/verbal Manipulation of
Hand on environment
b. Use and care for shoulder Distributed practice
hearing aid Hand on upper Total task
arm
Hand over
wrist gestures
over hand
Materials:
Photos indicating basic
steps for routine
care
734068.1 8/15/07
41
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
9. Shave face/body Independent Shaving Bathroom Fading % of Total task
hair Indirect Grooming Time delay accuracy TMR data
Direct verbal Most to least hierarchy
a. Turn on/off water Physical Backward chaining
Shaping
b. Apply shave Independent Imitation
cream w/verbal manipulation of
Hand on environment
c. Use razor or shoulder Total task
electric razor Hand on upper
d. Rinse Hand on elbow Individual instruction
Hand over
e. Apply after shave lower arm Sign language
wrist gestures
over hand
734068.1 8/15/07
42
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Care for self Independent Integrate into all Bathroom Fading % of Total task
during Indirect activities as Locker room Time delay accuracy Multi trial
menstruation verbal necessary Least to most hierarchy TMR data
(female) Direct verbal Most to least hierarchy checklist
Gestural # correct
Subobjectives: Physical Backward chaining
Imitation
a. Indicate Independent Manipulation of
awareness of w/verbal environment
needs Hand on Distributed practice
b. locate appropriate shoulder Total task
sanitary Materials Hand on upper
Hand on elbow
Hand over gestures
Total hand
over hand Materials:
Photos for needs
Calendar
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43
Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
11. Use make up Independent Applying makeup Bathroom Fading % of Multi trial
Indirect Personal Locker room Time delay accuracy Total task
verbal Grooming routine Least to most hierarchy TMR data
Subobjectives: Direct verbal Most to least hierarchy checklist
Gestural # correct
a. Apply lipstick Model Forward chaining # trials
b. Apply eye Imitation
shadow Independent Manipulation of
w/verbal environment
c. Apply makeup Hand on Distributed practice
shoulder Total task
d. Use perfume Hand on upper Multi trial
arm
e. Apply mascara Hand on elbow Small group instruction
lower arm
Total hand gestures
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44
Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Put on/take off Independent Dressing Bathroom Fading % of Multi trial
undergarments Indirect Locker room Time delay accuracy Total task
verbal YMCA Least to most hierarchy TMR data
Subobjectives: Gestural Graduated guidance # correct
Model # trials
a. Put on/take off Physical Forward chaining
underpants Independent Backward chaining
w/verbal Shaping
b. Put on/take off Hand on Imitation
undershirt shoulder Manipulation of
Hand on upper environment
c. Put on/take off arm Distributed practice
bra Hand on elbow Total task
Hand over Multi trial
d. Put on/take off lower arm
athletic supporter Hand over Small group instruction
wrist Individual instruction
over hand Naturally occurring
gestures
Total communication
Adapted dressing
training
Materials:
Mirror
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45
Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Put on/take off Independent Dressing Locker room Fading % of Multi trial
pullover Indirect shopping Department store Time delay accuracy Total task
shirt/sweater verbal dressing rooms Least to most hierarchy TMR data
Direct verbal YMCA Most to least hierarchy checklist
Gestural Graduated guidance # correct
Model # trials
Physical Forward chaining
Backward chaining
Independent Shaping
w/verbal Imitation
Hand on Manipulation of
shoulder environment
arm Total task
Hand over
wrist
gestures
Total communication
Materials:
Mirror
734068.1 8/15/07
46
Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
shirt/blouse with Indirect Shopping Department store Time delay accuracy Total task
fasteners verbal dressing rooms Least to most hierarchy TMR data
Subobjectives: Model # trials
a. Put on/take off Backward chaining
garment Independent Shaping
w/verbal Imitation
b. Fasten buttons/ Hand on Manipulation of
snaps shoulder environment
c. Tuck in shirt/ arm Total task
blouse Hand on elbow Multi trial
Hand over
wrist
Total hand sign language
gestures
Total communication
Materials:
Mirror
Button aid
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
pants, shorts Indirect Shopping Locker room Time delay accuracy Total task
verbal Department store Least to most hierarchy TMR data
Direct verbal dressing rooms Most to least hierarchy checklist
Subobjectives: Gestural YMCA Graduated guidance # correct
Model # trials
a. Pull pants on/off Physical Forward chaining
Backward chaining
b. Zip/unzip zipper Independent Shaping
w/verbal Imitation
c. Fasten hook & Hand on Manipulation of
eye/ snap/button shoulder environment
arm Total task
Hand over
wrist
gestures
Total communication
Materials:
Mirror
Zipper pull
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
belt Indirect Shopping Locker room Time delay accuracy Total task
Model # trials
a. Put in/take off Backward chaining
loops Independent Shaping
w/verbal Imitation
b. Fasten/unfasten Hand on Manipulation of
buckle shoulder environment
arm Total task
Hand over
wrist
gestures
Total communication
Materials:
one handed belt
Mirror
Various belt closures
(magnet, Velcro)
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
socks/nylons Indirect YMCA Time delay accuracy Total task
Model # trials
Backward chaining
Independent Shaping
w/verbal Imitation
arm Total task
Hand over
wrist
gestures
Total communication
Materials:
Sock/stocking aid
Reacher
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
dress/skirt Indirect Shopping Locker room Time delay accuracy Total task
Model # trials
a. Put on/pull off Physical Forward chaining
garment Backward chaining
Independent Shaping
b. Fasten zipper/ w/verbal Imitation
buttons/snaps/ Hand on manipulation of
hook & eye shoulder environment
arm Total task
Hand over
wrist
gestures
Total communication
Materials:
Mirror
Button aid
Zipper pull
Velcro fasteners
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
shoes/boots Indirect Shopping Department store Time delay accuracy Total task
verbal dressing rooms Least to most hierarchy TMR data
Subobjectives: Gestural Graduated guidance # correct
Model # trials
a. Put shoes on Physical Forward chaining
Backward chaining
b. Lace laces Independent Shaping
w/verbal Imitation
c. Tie knot Hand on Manipulation of
d. Fasten Velcro Hand on upper Distributed practice
arm Total task
e. Put on/take off Hand on elbow Multi trial
boots/rubbers Hand over
wrist
gestures
Total communication
Materials:
Velcro closures
Elastic laces
Shoe horn
Long handled shoe horn
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
coat/jacket Indirect Shopping Department store Time delay accuracy Total task
verbal Arrival/ dressing rooms Least to most hierarchy TMR data
Direct verbal Departure YMCA Most to least hierarchy checklist
Subobjectives: Gestural Cloak room # correct
a. Zip zipper, fasten Physical Backward chaining
button, snaps, Shaping
Velcro Independent Imitation
Hand on environment
arm Multi trial
Hand on elbow
lower arm individual instruction
Hand over
wrist Sign language
over hand gestures
Total communication
Materials:
Mirror
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Goal Area: Grooming
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Put on/take Independent Dressing Locker room Fading % of Multi trial
off gloves, Indirect Shopping Department store Time delay accuracy Total task
mittens verbal Arrival/ dressing rooms Least to most hierarchy TMR data
Direct verbal Departure YMCA Most to least hierarchy checklist
Gestural Cloak room # correct
Hand on environment
arm Multi trial
Hand on elbow
Hand over
wrist Sign language
over hand gestures
Total communication
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
hat, scarf Indirect shopping dressing rooms Time delay accuracy Total task
verbal Arrival/ YMCA Least to most hierarchy TMR data
Direct verbal Departure Cloak room Most to least hierarchy checklist
Gestural # correct
Imitation
Independent Manipulation of
shoulder Total task
Hand on upper
Hand on elbow individual instruction
Hand over sign language
Hand over gestures
Total hand
Mirror
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
jewelry and Indirect Shopping YMCA Time delay accuracy Total task
accessories verbal Department store Least to most hierarchy TMR data
Direct verbal Class room Most to least hierarchy checklist
Gestural # correct
Subobjectives: Model Forward chaining # trials
a. Put on/take off Imitation
bracelet/wrist Independent Manipulation of
watch/rings w/verbal environment
b. Put on/take off shoulder Total task
necklace Hand on upper Multi trial
arm
c. Put on/take off Hand on elbow Small group instruction
earrings Hand over Individual instruction
lower arm
d. Put on/take off Hand over Sign language
tie bar/tie tack wrist Naturally occurring
cuff links Total hand gestures
Materials:
Mirror
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
13. Use umbrella Independent Travel training outdoors Fading % of Multi trial
Indirect Arrival/ Time delay accuracy Total task
verbal Departure Least to most hierarchy TMR data
Gestural # correct
a. Determine when Model Forward chaining # trials
it is appropriate Physical Backward chaining
to take umbrella Shaping
b. Open/close w/verbal Manipulation of
umbrella Hand on environment
arm Multi trial
Hand on elbow
Hand over
wrist Sign language
over hand gestures
Total communication
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
14.Tie necktie Independent Dressing Locker room Fading % of Multi trial
Indirect YMCA Time delay accuracy Total task
Gestural # correct
a. Put on/take off Model Forward chaining # trials
"clip on" tie Physical Backward chaining
Shaping
b. Tie four-in-hand Independent Imitation
knot w/verbal Manipulation of
Hand on environment
arm Multi trial
Hand on elbow
Hand over
wrist Sign language
over hand gestures
Total communication
Materials:
Mirror
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
15. Adjust clothing Independent Morning Bathroom Fading % of Multi trial
indirect Grooming routine Locker room Time delay accuracy Total task
verbal Dressing Department store Least to most hierarchy TMR data
Subobjectives: Direct verbal activities dressing rooms Most to least hierarchy checklist
Gestural YMCA # correct
a. Look at self in Model Cloak room Forward chaining # trials
mirror Physical Backward chaining
Imitation
b. Tuck shirt in Independent Manipulation of
Adjust pants/skirt w/verbal environment
shoulder Total task
arm
Hand on elbow small group instruction
lower arm
Total hand gestures
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
16. Pack Independent Going to gym Class room Fading % of Multi trial
clothing and Indirect Going to work Locker room Time delay accuracy Total task
Grooming items verbal Least to most hierarchy TMR data
for later use Direct verbal Most to least hierarchy checklist
Gestural # correct
Shaping
Hand on environment
arm Multi trial
Hand on elbow
Hand over
wrist Individual job
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Dressing
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
17. Choose Independent Dressing Bathroom Fading % of Multi trial
appropriate indirect Locker room Time delay accuracy Total task
clothing verbal Department store Least to most hierarchy TMR data
Gestural YMCA # correct Permanent
Subobjectives: Model Cloak room Imitation # trials product
Physical Simulation measurement
a. Choose clothing to Manipulation of
suit weather Independent environment
conditions w/verbal Massed practice
b. Choose clothing shoulder Total task
appropriate for Hand on upper Multi trial
occasion (e.g., arm
work, gym, party Hand on elbow Small group instruction
etc.) Hand over Individual instruction
lower arm
c. Choose clothing Hand over Sign language
than is color wrist Naturally occurring
coordinated Total hand gestures
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Goal Area: Health Care
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Indicate when Independent Integrate into all Integrate into all Fading % of Multi trial
feeling ill indirect activities environments Time delay accuracy Total task
verbal as necessary Least to most hierarchy TMR data
Direct verbal Most. to least hierarchy checklist
a. Gain attention of Physical Imitation
adult Manipulation of
independent environment
b. Describe w/verbal Distributed practice
symptoms of Hand on Total task
illness shoulder Multi trial
Hand on upper
c. Go to nurse's arm Small group instruction
office Hand on elbow individual instruction
Hand over
wrist gestures
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Take medication Independent Integrate in on- Class room Fading % of Multi trial
Indirect going Nurse's office Time delay accuracy Total task
verbal activities as Least to most hierarchy TMR data
Subobjectives: Direct verbal needed Most to least hierarchy checklist
Gestural # correct
a. Take medication in Model Shaping # trials
liquid form Physical Imitation
Manipulation of
b. Swallow pills Independent environment
c. Take medication Hand on Total task
on schedule shoulder Multi trial
Hand on upper
d. Follow special diet arm Small group instruction
Hand over
wrist gestures
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Exhibit Independent Health education Integrate into all Fading % of Multi trial
appropriate Indirect Integrate into all environments Time delay accuracy Total task
behavior for colds verbal activities Least to most hierarchy TMR data
Gestural # correct
Subobjectives: Model Shaping # trials
Physical Imitation
a. Wipe nose Manipulation of
b. Cover mouth w/verbal Distributed practice
when coughing Hand on Total task
Hand on upper
Hand over
lower arm sign language
wrist gestures
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Use basic first aid Independent Health education Integrate into all Fading % of Multi trial
procedures Indirect Integrate into all environments Time delay accuracy Total task
verbal activities Least to most hierarchy TMR data
a. Apply pressure to Physical Imitation
cuts, wounds to stop Manipulation of
bleeding Independent environment
b. Clean cut, apply Hand on Total task
antiseptic and Band- shoulder Multi trial
Aid Hand on upper
c. Inform adult if Hand on elbow Individual instruction
self/others are Hand over
choking lower arm Sign language
wrist gestures
over hand
Materials:
Spray type antiseptic
Spray type bandage
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Personal Maintenance: Related References and Resources
Brickey, M. (1978). A behavioral procedure for teaching self-medication. Mental Retardation, 29-32.
Favell, J. E., McGimsey, J. F., & Jones, M. (1980). Rapid eating in the retarded. Reduction by nonaversive
procedures. Behavior Modification, 4, 481-492.
McDonnell, J. J., & Horner, R. H. (1985). Effects of in vivo versus simulation-plus-in vivo training on the
acquisition and generalization of grocery item selection by high school students with severe handicaps.
Analysis and Intervention in Developmental Disabilities, 5, 323-343.
Nutter, D., & Reid, D. H. (1978). Teaching retarded women a clothing selection skill using community norms.
Journal of Applied Behavior Analysis, 11, 475-487.
Sisson, L. A., Kilwein, M. L., & Van Hasselt, V. B. (1988). A graduated guidance procedure for teaching
self-dressing skills to multi-handicapped children. Research in Developmental Disabilities, 9, 419-432.
DOMESTIC
MAINTENANCE
734471.1 8/15/07
Domain: Domestic Maintenance Secondary
Goal Area: Grocery Shopping
OBJECTIVES CONDITIONS METHODS & LEVEL OF METHODS OF
PROMPTS ACTIVITIES ENVIRONMENT MATERIALS ACHIEVEME EVALUATION
S NT
1. Make shopping list Independent Desk/table Classroom Fading Time delay % of accuracy Permanent
Indirect activities Home economics Least to most hierarchy product
verbal Direct Shopping room, Most to least hierarchy # correct Multi trial
Subobjectives: verbal Supermarket # trials Total task
Gestural Forward chaining TMR data
a. Assess needs Model Backward chaining checklist
Physical Shaping
b. Compare needs with Imitation
available supplies Independent w/ Simulation
verbal Manipulation of
c. Clip coupons Hand on environment
arm Multi trial
Hand on elbow
Hand over lower Large group instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Picture cards
Coupons
Picture shopping list
Pencil grip.
Loop/snip scissors
Coupon cutter
Weighted pen
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Felt pen and wipe clean
board
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S NT
2. Use shopping cart Independent Shopping Supermarket Fading % of accuracy Multi trial
Indirect verbal Time delay Total task
Subobjectives: Gestural Most to least hierarchy # correct checklist
Model # trials
a. Push cart Physical Forward chaining
Backward chaining
b. Place items in cart
Independent w/ Shaping
verbal Imitation
c. Remove items from Hand on shoulder Simulation
cart Hand on upper Manipulation of
arm environment
d. Navigate cart in Hand on elbow Massed practice
aisles Hand over lower Total task
arm Multi trial
Hand over wrist
Total hand over Small group instruction
hand Individual instruction
Sign language
Naturally occurring
gestures
Total communication
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S NT
3. Select items to be Independent Shopping Supermarket Fading % of accuracy Multi trial
purchased Indirect verbal Convenience store Time delay Total task
Direct verbal Least to most hierarchy # correct TMR data
Gestural Most to least hierarchy # trials checklist
Subobjectives: Model
Physical Shaping
a. Match picture/word Imitation
card to item on shelf Independent w/ Manipulation of
verbal environment
b. Identify item by label Hand on shoulder Massed practice
Hand on upper arm Total task
c. Remove item from Hand on elbow Multi trial
shelf Hand over lower
arm Large group instruction
Hand over wrist Small group instruction
Total hand over Individual instruction
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:

Picture cards
Label cards
Coupons
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S NT
4. Use scale to measure Independent Shopping Supermarket Fading % of accuracy Multi trial
produce Indirect verbal Time delay Total task
a. Place fruit/vegetable Backward chaining
in pan of scale Independent Shaping
w/verbal Imitation
b. Read scale Hand on shoulder Simulation
Hand on upper Manipulation of
c. Place food in plastic arm environment
bag Hand on elbow Massed practice
Hand over lower Total task
arm Multi trial
Hand over wrist
Total hand over Large group instruction
hand Small group instruction
Individual instruction
Sign language
Naturally occurring
gestures
Total communication
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S NT
5. Pay for purchase Independent Shopping Supermarket Fading % of accuracy Multi trial
Indirect verbal Convenience Time delay Total task
Direct verbal store Least. to most hierarchy # correct TMR data
Subobjectives: Gestural Most to least hierarchy # trials checklist
Model
a. Locate checkout Physical Shaping
Imitation
b. Wait in line Independent Simulation
c. Determine amount Hand on environment
of money needed shoulder Massed practice
for purchase Hand on upper Total task
arm Multi trial
d. Give money to Hand on elbow
clerk Hand over lower Large group instruction
e. Put change away Hand over wrist Individual instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:

Calculator
Coin dispenser
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S NT
6. Store food after Independent Shopping Classroom Fading % of accuracy Multi trial
shopping Indirect verbal Meal preparation Home economics Time delay Total task
Direct verbal room Least to most hierarchy # correct TMR data
a. Identify items Backward chaining
needing refrigeration Independent w/ Shaping
verbal Imitation
b. Place appropriate Hand on shoulder Manipulation of
food in refrigerator Hand on upper environment
arm Total task
c. Identify items not Hand on elbow Multi trial
needing refrigeration Hand over lower Incidental teaching
arm
d. Place items on Hand over wrist Small group instruction
shelves Total hand over Individual instruction
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Door knob helper (rubber,

steel)
Various adaptive
knobs/handles (trigger
handle)
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Goal Area: General Shopping
S NT
Independent Travel training Supermarket Mall Fading % of accuracy Multi trial
1. Travel to stores Indirect verbal Shopping Department store Time delay Total task
Direct verbal Convenience Least to most hierarchy # correct TMR data
Gestural store Most to least hierarchy # trials checklist
a. Demonstrate Backward chaining
knowledge of route Independent w/ Shaping
verbal Imitation
b. Locate store Hand on Simulation
shoulder Manipulation of
c. Identify Hand on upper environment
entrance/exit arm Massed practice
Hand on elbow Distributed practice
arm Multi trial
Hand over wrist
(See Recreation and Total hand over Large group instruction
Leisure for more hand Small group instruction
extensive travel Individual instruction
objectives.)
Sign language
Naturally occurring
gestures
Total communication
Materials:
"Highlighted" route on
map
"Highlighted"
transportation
schedule
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S NT
2. Travel within stores Independent Travel training Supermarket Fading % of accuracy Multi trial
Indirect verbal Shopping Mall Time delay Total task
Direct verbal Department store Least to most hierarchy # correct TMR data
Subobjectives: Gestural Convenience store Most to least hierarchy # trials checklist
Model
a. Walk at appropriate Physical Shaping
speed Imitation
Independent Simulation
b. Push cart through w/verbal Manipulation of
aisle Hand on shoulder environment
Hand on upper Massed practice
c. Demonstrate location arm Total task
of specific Hand on elbow Multi trial
departments Hand over lower
d. Use elevator Hand over wrist Small group instruction
e. Use escalator hand
Sign language
Naturally occurring
gestures
Total communication
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S NT
3. Remove items from Independent Shopping Mall Fading % of accuracy Multi trial
shelves and racks Indirect verbal Department store Time delay Total task
Direct verbal Specialty store Least to most hierarchy # correct TMR data
a. Select desired Backward chaining
items(s) Independent w/ Shaping
verbal Imitation
b. Choose appropriate Hand on shoulder Simulation
size Hand on upper Manipulation of
arm environment
c. Return item(s) to Hand on elbow Distributed practice
shelf/rack Hand over lower Massed practice
arm Total task
Hand over wrist Multi trial
Total hand over
Sign language
Naturally occurring
gestures
Total communication
Materials:
Reacher
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S NT
4. Try on clothing Independent Shopping Department store Fading % of accuracy Multi trial
Indirect verbal Specialty store Time delay Total task
Direct verbal Mall Least to most hierarchy # correct TMR data
Model
a. Put on/remove front Physical Forward chaining
opening garments Backward chaining
Independent Shaping
b. Put on/remove pants w/verbal Imitation
Hand on shoulder Manipulation of
c. Put on/remove shoes Hand on upper environment
d. Put on/remove Hand on elbow Total task
dresses/skirts Hand over lower Multi trial
e. Put on/remove Hand over wrist
accessories Total hand over Small group instruction
hand Naturally occurring
f. Evaluate fit of gestures
clothing Total communication
Materials:
E-Z slide shoe horns

Sock aid
Zipper pulls
Quad pants aid
Button aids
Shoe fasteners
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S NT
5. Locate restroom in Independent Arrival/departure Department store Fading % of accuracy Multi trial
store Indirect verbal Shopping Mall Time delay Total task
a. Ask for directions to Backward chaining
restroom Independent Shaping Imitation
b. Store packages Hand on shoulder environment
safely while in Hand on upper Distributed practice
restroom arm Total task
Hand over lower Incidental teaching
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Picture cards
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Goal Area: Food Handling
S NT
1. Cut fruit and Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
vegetables Indirect verbal Prepare lunch Home economics Time delay Total task
Direct verbal Prepare snack room Least to most hierarchy # correct TMR data
a. Choose appropriate Shaping
knife Independent Imitation
b. Scrape vegetables Hand on shoulder environment
with peeler Hand on upper Massed practice
arm Total task
c. Grate food Hand on elbow Multi trial
Hand over lower
d. Chop food arm Small group instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Rocker knife
Roller knife
Cylindrical tubing (built
up handles)
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S NT
2. Read package label Independent Breakfast Classroom Fading % of accuracy Multi trial
Indirect verbal Lunch Home economics Time delay TMR data
Direct verbal Snack room Least to most hierarchy # correct checklist
Subobjectives: Gestural Meal preparation Most to least hierarchy # trials
Model Shaping
a. Identify contents by Physical Imitation
label Manipulation of
Independent w/ environment
b. Identify appropriate verbal Massed practice
use of contents Hand on shoulder Multi trial
Hand on upper arm Incidental teaching
Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Techniques to facilitate
reach, grasp, release
bilateral hand use
Techniques in one- handed
activities
Materials:
Picture cards
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S NT
3. Open/close food Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
packages without use Indirect verbal Prepare lunch Home economics Time delay Total task
of tools Direct verbal Prepare snack room Least to most hierarchy # correct TMR data
Model
Subobjectives: Physical Forward chaining
Backward chaining
a. Open pull-tab Independent Shaping
packages w/verbal Imitation
b. Open cellophane/foil Hand on upper environment
packages arm Total trial
c. Open boxes Hand over lower
d. Open pop-top cans Hand over wrist Individual instruction
Total hand over
e. Open jars hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Non-slip mat (dycem)
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S NT
4. Wash/dry food Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
before cooking/ Indirect verbal Prepare lunch Home economics Time delay Total task
eating Direct verbal Prepare snack room Least to most hierarchy # correct TMR data
Model
Subobjectives: Physical Shaping
Imitation
a. Identify food Independent Manipulation of
requiring washing. w/verbal environment
Hand on shoulder Massed practice
b. Wipe off excess Hand on upper Total task
water before using arm Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Adapted paring board

Plastic bag opener (one-
handed)
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S NT
5. Pour food Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
Indirect verbal Prepare lunch Home economics Time delay Total task
Model
a. Pour dry ingredients Physical Forward chaining
Shaping
b. Pour liquid Independent Imitation
ingredients w/verbal Manipulation of
Hand on shoulder environment
arm Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Adapted spout
Cart 'N Grip - handle that
attaches to half -
gallon container
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S NT
6. Measure food Independent Prepare breakfast Classroom Fading % of accuracy Total task
Indirect verbal Prepare lunch Home economics Time delay Multi trial
Model
a. Use spoon Physical Forward chaining
measurement Shaping
b. Use cup measurement w/verbal Manipulation of
Hand on upper arm Distributed practice
Hand on elbow Total task
Hand over lower Multi trial
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Large markings on
spoons/cups
Pre-marked fill line on cup
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S NT
7. Stir food with Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
spoon Indirect verbal Prepare lunch Home economics Time delay Total task
a. Stir liquids Backward chaining
Independent Shaping
b. Stir dry ingredients w/verbal Imitation
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Non-skid matting
Adapted utensils
One-handed beater
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Goal Area: Use of Tools and Appliances
S NT
1. Use can/bottle Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
opener Indirect verbal Prepare lunch Home economics Time delay Total task
a. Use manual can Backward chaining
opener Independent Shaping
w/verbal Imitation
b. Use electric can Hand on Manipulation of
opener shoulder environment
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Non-slip matting
(dycem)
Jar wrench
Cap turner
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S NT
2. Operate electric Independent Prepare breakfast Classroom Fading % of accuracy Total task
mixer Indirect verbal Prepare lunch Home economics Time delay Multi trial
a. Attach beaters Backward chaining
Independent Shaping
b. Select correct w/verbal Imitation
setting Hand on Manipulation of
c. Eject beaters Hand on upper Total task
arm Multi trial
Hand on elbow
Hand over lower Small group instruction
Hand over wrist
Total hand over Sign language
gestures
Total communication
Materials:
Color coded buttons

Button selection
cover/plate
Adaptive switches
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S NT
3. Operate blender Independent Prepare breakfast Classroom Fading % of accuracy Total task
Indirect verbal Prepare lunch Home economics Time delay TMR data
Direct verbal Prepare snack room Least to most hierarchy # correct checklist
Subobjectives: Gestural Most to least hierarchy # trials Multi trial
Model
a. Place food into Physical Forward chaining
blender container Backward chaining
Independent Shaping
b. Select correct w/verbal Imitation
speed/function Hand on shoulder Manipulation of
c. Identify when food is arm Total task
correctly processed Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Adaptive switches
734471.1 8/15/07
85
S NT
4. Use toaster/toaster Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
oven Indirect verbal Prepare lunch Home economics Time delay Total task
a. Prepare and insert Backward chaining
food Independent Shaping
w/verbal Imitation
b. Set dials/tier Hand on shoulder Manipulation of
c. Use hot pad to arm Distributed practice
remove food Hand on elbow Total task
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dial/button
734471.1 8/15/07
86
S NT
5. Use oven Independent Prepare breakfast Classroom Fading % of accuracy Total Task
Model
a. Select bake/broil Physical Shaping
setting Imitation
b. Set temperature w/verbal Massed practice
c. Use timer Hand on upper arm environment
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Hot/cold plate grip to

transfer cookware from
oven
Long oven mitts
Oven shovel
Push/pull lever for oven
rack
Color coded dials
734471.1 8/15/07
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734471.1 8/15/07
88
S NT
6. Use stove top Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Select burner Physical Shaping
Imitation
b. Turn correct burner Independent Simulation
on w/verbal Massed practice
c. Select correct Hand on upper arm environment
temperature setting Hand on elbow Total task
d. Turn burner off arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Adaptive lid knobs

Safety pot holder (secures
pot on stove)
Color coded dials
734471.1 8/15/07
89
S NT
7. Use timer for Independent Prepare breakfast Classroom Fading % of accuracy Total task
cooking Indirect verbal Prepare lunch Home economics Time delay TMR data
Gestural Most to least hierarchy # trials Multi trial
a. Set timer/clock Shaping
b. Respond to w/verbal Simulation
bell/buzzer Hand on Manipulation of
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Big timer (large

number)
Blinking light timer
Color coded dial
734471.1 8/15/07
90
S NT
8. Use microwave Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Identify appropriate Physical Forward chaining
cooking containers Backward chaining
Independent Shaping
b. Select power w/verbal Imitation
setting Hand on Manipulation of
c. Set time Hand on upper Distributed practice
arm Total task
d. Push start button Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dials and

buttons
transfer cookware
from oven
734471.1 8/15/07
91
S NT
9. Use Mr. Coffee Independent Prepare breakfast Classroom Fading % of accuracy Total task
machine Indirect verbal Prepare lunch Home economics Time delay Multi trial
Gestural Teacher's lounge Most to least hierarchy # trials checklist
a. Insert filter and Backward chaining
coffee Independent w/ Shaping
verbal Imitation
b. Measure water Hand on shoulder Manipulation of
Hand on upper arm environment
c. Pour into machine Hand on elbow Massed practice
Hand over lower Distributed practice
d. Turn machine on arm Total task
Total hand over
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Cooking
S NT
1. Follow recipes Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
Model
a. Prepare packaged Physical Forward chaining
foods that do not Backward chaining
require cooking Independent Shaping
(e.g., jello, pudding) w/verbal Imitation
b. Prepare food Hand on upper environment
requiring heating on arm Distributed practice
stove (e.g., soup, Hand on elbow Total task
canned spaghetti) Hand over lower Multi trial
arm
c. Prepare food Hand over wrist Small group instruction
requiring stove top Total hand over Individual instruction
cooking (e.g., grilled hand
cheese, ham- Sign language
burgers) Naturally occurring
gestures
d. Prepare food Total communication
requiring heating in
oven (e.g., T.V. Materials:
dinners)
Picture recipes
e. Prepare baked items Sight vocabulary cards
involving mixing Color coded measuring
and measuring (e.g., cups
cake, muffins) Marked dials on stove,
timer
Page magnifier
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Goal Area: Cooking
S NT
2. Prepare beverages Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Prepare beverages Physical Forward chaining
from a mix Backward chaining
Independent Shaping
b. Make coffee w/verbal Imitation
c. Make tea Hand on upper environment
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Mixing bowl with

suction base
Bowl holder
One-handed beater whisk
734471.1 8/15/07
95
Goal Area: Cooking
S NT
3. Prepare sandwiches Independent Prepare breakfast Classroom Fading % of accuracy Total task
a. Spread condiments Model Forward chaining

on bread Physical Backward chaining
Shaping
b. Place meat/cheese on Independent Imitation
bread w/verbal Manipulation of
c. Store sandwich in Hand on upper Total task
bag arm Multi trial
Hand on elbow
Hand over wrist
gestures
Total communication
734471.1 8/15/07
96
Goal Area: Cooking
S NT
4. Prepare salad Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Gather ingredients of Physical Forward chaining
salad Backward chaining
Independent Shaping
b. Chop, tear w/verbal Imitation
vegetables Hand on shoulder Manipulation of
c. Mix in bowl arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Roller knife
Peeler(s)
Adapted cutting board
Pictures of ingredients
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Goal Area: Cooking
S NT
5. Boil liquids Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Fill tea kettle/pot Physical Forward chaining
Backward chaining
b. Turn burner on Independent Shaping
"high" w/verbal Imitation
c. Identify sound of Hand on upper environment
water boiling arm Distributed practice
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Safety pot holder (keeps

pot on stove)
Color coded dials on
stove
734471.1 8/15/07
98
Goal Area: Cooking
S NT
6. Bake food Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Place food in oven Physical Forward chaining
Backward chaining
b. Set temperature Independent Shaping
w/verbal Imitation
c. Set timer Hand on Manipulation of
d. Use pot holders to Hand on upper Total task
remove when arm Multi trial
finished Hand on elbow
e. Allow to cool arm Individual instruction
Hand over wrist
gestures
Total communication
Materials:

rack
Oven shovel
Long oven mitts
transfer cookware
from oven
Big timer (large
numbers)
734471.1 8/15/07
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Color coded dials
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100
Goal Area: Cooking
S NT
7. Broil food Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Adjust rack to broil Physical Forward chaining
position Backward chaining
Independent Shaping
b. Place food under w/verbal Imitation
broiler Hand on shoulder Manipulation of
c. Set dial to broil arm Total task
d. Turn food Hand over lower
e. Remove food Hand over wrist Individual instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:

rack
Oven shovel
Long oven mitts
transfer cookware
from oven
Big timer (large numbers)
Color coded dials
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Goal Area: Cooking
S NT
8. Fry/sauté' food Independent Prepare breakfast Classroom Fading % of accuracy Total task
Model
a. Grease/oil pan Physical Forward chaining
Backward chaining
b. Turn on burner Independent Shaping
w/verbal Imitation
c. Heat food Hand on shoulder Manipulation of
d. Stir/turn/flip food arm Total task
e. Remove from Hand over lower
burner arm Small group instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Splatter Screen
Long oven mitts
Color coded dials
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103
Goal Area: Cooking
S NT
1. Plan nutritious Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
meals/snack Indirect verbal Prepare lunch Home economics Time delay Total task
Prepare Most to least hierarchy # trials checklist
Subobjectives: Gestural
Model Shaping
a. Classify food in Physical Imitation
relation to food Simulation
groups Independent Manipulation of
b. Select dishes in Hand on Massed practice
relation to food shoulder Total task
availability Hand on upper Multi trial
Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Materials:
Shopping picture/word
cards
Menu picture/word
cards
734471.1 8/15/07
104
Goal Area: Cooking
S NT
2. Prepare complete Independent Prepare breakfast Classroom Fading % of accuracy Total task
meal Indirect verbal Prepare lunch Home economics Time delay TMR data
Direct verbal Prepare snack room Least to most hierarchy checklist
Gestural Most to least hierarchy
Physical Shaping
a. Prepare main course Imitation
Independent w/ Manipulation of
b. Prepare beverage verbal environment
Hand on shoulder Total task
c. Prepare dessert Hand on upper arm
d. Coordinate timing, so Hand over lower Individual instruction
that all dishes are arm
completed Hand over wrist Sign language
simultaneously Total hand over Naturally occurring
hand gestures
Total communication
734471.1 8/15/07
105
Goal Area: Meal Preparation
S NT
3. Set table Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
Direct verbal Prepare snack room Lease to most hierarchy # correct TMR data
Model
a. Place plates, utensils, Physical Forward chaining
napkins, and cups on Backward chaining
table Independent Shaping
w/verbal Imitation
b. Place appropriate Hand on shoulder Manipulation of
number of table Hand on upper arm environment
settings Hand on elbow Massed practice
Hand over wrist Distributed practice
Total hand over Total task
hand Multi trial
Large group instruction

Small group instruction
Sign language
Naturally occurring
gestures
Total communication
Materials:
Templates
Pictures
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Goal Area: Meal Preparation
S NT
4. Serve food Independent Prepare breakfast Classroom Fading % of accuracy Multi trial
Model
a. Put food in Physical Forward chaining
bowls/serving Backward chaining
dishes Independent Shaping
w/verbal Imitation
b. Bring food to table Hand on Manipulation of
c. Safely transport Hand on upper Distributed practice
liquids, hot foods arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Bowl with suction base

Non-slip matting dycem
Built up handle utensils
Cylindrical foam
padding
734471.1 8/15/07
107
Goal Area: After Meal Clean-Up
S NT
1. Store leftovers Independent Breakfast clean- Classroom Fading % of accuracy Multi trial
Indirect verbal up Home economics Time delay Total task
Direct verbal Lunch clean-up room Least to most hierarchy # correct TMR data
Subobjectives: Gestural Snack clean-up Most to least hierarchy # trials checklist
Model
a. Wrap leftovers in Physical Forward chaining
foil/plastic wrap Backward chaining
Independent Shaping
b. Put leftovers in w/verbal Imitation
storage containers Hand on Manipulation of
c. Put leftovers in Hand on upper Total task
refrigerator arm Multi trial
Hand on elbow
d. Discard previously Hand over lower Small group instruction
stored items that arm Individual instruction
are no longer fresh Hand over wrist
gestures
Total communication
Materials:
Foil/wrap holder (for 1

hand usage)
734471.1 8/15/07
108
S NT
2. Clear table of dishes Independent Breakfast clean- Classroom Fading % of accuracy Multi trial
Indirect verbal up Cafeteria Time delay Total task
Direct verbal Lunch clean-up Home economics Least to most hierarchy # correct TMR data
Subobjectives: Gestural Snack clean-up room Most to least hierarchy # trials checklist
Model
a. Remove plates Physical Forward chaining
Backward chaining
b. Remove cups/glasses Independent Shaping
w/verbal Imitation
c. Remove utensils Hand on shoulder Manipulation of
arm
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Tray
Foldaway cart with
casters
734471.1 8/15/07
109
S NT
3. Wipe table/counter Independent Breakfast clean- Classroom Fading % of accuracy Total task
surfaces Indirect verbal up Cafeteria Time delay TMR data
Direct verbal Lunch clean-up Home economics Least to most hierarchy checklist
Gestural Snack clean-up room Most to least hierarchy
Model
Backward chaining
Independent Shaping
w/verbal Imitation
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Sponge mitt
Terry cloth mitt
734471.1 8/15/07
110
S NT
4. Scrape dishes, pots Independent Breakfast clean-up Classroom Fading % of accuracy Total task
and pans Indirect verbal Lunch clean-up Home economics Time delay TMR data
Direct verbal Snack clean-up room Least to most hierarchy checklist
Model
Physical Shaping
Imitation
Hand on shoulder Distributed practice
arm
Hand over lower Individual instruction
arm
Hand over wrist sign language
Total hand over Naturally occurring
hand gestures
Total communication
Materials:
Scraper w/adapted handle
734471.1 8/15/07
111
S NT
5. Hand wash dishes Independent Breakfast clean- Classroom Fading % of accuracy Multi trial
Direct verbal Lunch clean-up room Least to most hierarchy # correct TMR data
Subobjectives: Gestural Snack clean-up Most to least hierarchy # trials checklist
Model
a. Adjust water Physical Forward chaining
temperature Backward chaining
Independent Shaping
b. Wash dishes w/verbal Imitation
c. Rinse dishes Hand on upper environment
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
bilateral hand usage
Materials:
Long handled bottle
brush
Adaptive sponge/mitt
Adaptive brushes/
scrubbers
734471.1 8/15/07
112
Adapted faucets (knobs
etc.)
Suction bottle brush
734471.1 8/15/07
113
S NT
6. Dry dishes Independent Breakfast clean- Classroom Fading % of accuracy Multi trial
Indirect verbal up Cafeteria Time delay Total task
Direct verbal Lunch clean-up Home economics Least to most hierarchy # correct TMR data
Subobjectives: Gestural Snack clean-up room Most to least hierarchy # trials checklist
Model
a. Stack dishes Physical Forward chaining
Backward chaining
b. Dry dishes Independent Shaping
w/verbal Imitation
c. Put dishes in Hand on shoulder Manipulation of
cupboard Hand on upper environment
arm Total task
d. Sort utensils Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Terry cloth mitt
734471.1 8/15/07
114
S NT
7. Wash dishes in Independent Breakfast clean-up Classroom Fading % of accuracy Total task
dishwasher Indirect verbal Lunch clean-up Home economics Time delay TMR data
a. Rinse dishes prior to Backward chaining
loading dishes Independent Shaping
w/verbal Imitation
b. Load dishwasher Hand on shoulder Manipulation of
c. Measure and add arm Total task
detergent Hand on elbow
d. Set dial/turn on arm Individual instruction
Hand over wrist
e. Unload and put Total hand over Sign language
dishes away hand Naturally occurring
gestures
Total communication
Materials:
Measuring cup w/marked

full line
Color coded dials/buttons
Suction bottle brush
734471.1 8/15/07
115
S NT
8. Clean sink Independent Breakfast clean- Classroom Fading % of accuracy Total task
Indirect verbal up Home economics Time delay TMR data
Direct verbal Lunch clean-up room Least to most hierarchy checklist
Subobjectives: Gestural Snack clean-up Most to least hierarchy
Model
a. Clear garbage from Physical Forward chaining
strainer Backward chaining
Independent Shaping
b. Pour cleanser in w/verbal Imitation
sink Hand on Manipulation of
c. Scrub sink and Hand on upper Total task
rinse arm
arm
hand gestures
Total communication
Materials:
Adaptive handled
scrubber
Adaptive sponge mitt
734471.1 8/15/07
116
S NT
9. Dispose of trash Independent Breakfast clean-up Classroom Fading % of accuracy Total task
Indirect verbal Lunch clean-up Cafeteria Time delay TMR data
Direct verbal Snack clean-up Home economics Lease to most hierarchy checklist
Model
Backward chaining
Independent Shaping
w/verbal Imitation
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
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117
S NT
10. Operate garbage Independent Breakfast clean-up Classroom Fading % of accuracy Total task
disposal Indirect verbal Lunch clean-up Home economics Time delay TMR data
Physical Shaping
a. Identify appropriate Imitation
items for grinding in Independent Manipulation of
disposal w/verbal environment
b. Turn disposal and Hand on upper arm
water on Hand on elbow Small group instruction
arm
hand gestures
Total communication
Materials:
Implement to push
garbage into disposal
Picture cards
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118
Goal Area: Cleaning Skills
S NT
1. Empty wastebaskets Independent Cleaning activities Cafeteria Fading % of accuracy Multi trial
Indirect verbal Classroom Art room Time delay Total task
Direct verbal maintenance Bathroom Least to most hierarchy # correct TMR data
Subobjectives: Gestural activities Classroom Most to least hierarchy # trials checklist
Model Home economics
a. Identify need to Physical room Forward chaining
empty Backward chaining
Independent Shaping
b. Empty into w/verbal Imitation
appropriate Hand on shoulder Manipulation of
receptacle Hand on upper environment
c. Tie plastic trash bag Hand on elbow Total task
arm
hand
Sign language
Naturally occurring
gestures
Total communication
734471.1 8/15/07
119
S NT
2. Dust and wax Independent Cleaning Classroom Fading % of accuracy Multi trial
furniture Indirect verbal activities Home economics Time delay Total task
Direct verbal Classroom room Least to most hierarchy # correct TMR data
Gestural maintenance Most to least hierarchy # trials checklist
Subobjectives: Model activities
a. Locate duster, dust Backward chaining
cloth, and Independent Shaping
wax/polish w/verbal Imitation
b. Dust furniture shoulder environment
surfaces Hand on upper Total task
arm Multi trial
c. Spray wax, apply Hand on elbow
polish Hand over lower Small group instruction
d. Wipe area Hand over wrist sign
thoroughly Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Techniques to facilitate:
reach, grasp, release,
flexion of trunk,
knee, returning to
upright position
Materials:
Terry cloth mitt

"Trigger" type sprayer
734471.1 8/15/07
120
Adapted holding devices
(mitts etc.)
Reachers
734471.1 8/15/07
121
S NT
3. Sweep floor Independent Meal preparation Classroom Fading % of accuracy Multi trial
Indirect verbal After meal clean- Home economics Time delay Total task
Direct verbal up room Least to most hierarchy # correct TMR data
Subobjectives: Gestural Classroom Cafeteria Most to least hierarchy # trials checklist
Model maintenance Bathroom
a. Locate broom, dust Physical activities Forward chaining
pan and brush Cleaning activities Backward chaining
Independent Shaping
b. Sweep floor w/verbal Imitation
c. Use dust pan and Hand on upper environment
brush arm Distributed practice
d. Empty dust pan Hand over lower Multi trial
arm
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Long handled dust pan

Lengthened/shortened
broom handle
734471.1 8/15/07
122
S NT
4. Mop floor Independent After meal clean Classroom Fading % of accuracy Multi trial
Indirect verbal up Bathroom Time delay Total task
Direct verbal Classroom Home economics Least to most hierarchy TMR data
Subobjectives: Gestural maintenance room Most to least hierarchy # correct checklist
Model activities Hallway # trials
a. Locate mop, Physical Cleaning Forward chaining
bucket, water and activities Backward chaining
detergent Independent w/ Shaping
verbal Imitation
b. Mop floor Hand on shoulder Manipulation of
c. Wring mop as arm Total task
necessary Hand on elbow Multi trial
Hand over lower
d. Rinse floor arm Small group instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Adapted handled mop

Homemaking cuff to
secure grip
734471.1 8/15/07
123
S NT
5. Vacuum rug Independent After meal clean Classroom Fading % of accuracy Multi trial
Direct verbal Cleaning room Least to most hierarchy TMR data
Subobjectives: Gestural activities Most to least hierarchy # correct checklist
Model Classroom # trials
a. Safely plug into Physical maintenance Forward chaining
outlet activities Backward chaining
b. Use attachments verbal Imitation
appropriately Hand on shoulder Manipulation of
c. Empty/change bag arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Adapted switch
Hand held type vacuum
734471.1 8/15/07
124
S NT
6. Clean bathroom Independent Classroom Classroom Fading % of accuracy Multi trial
Indirect verbal maintenance Bathroom Time delay Total task
Direct verbal activities Home economics Least to most hierarchy TMR data
Subobjectives: Gestural Meal preparation room Most to least hierarchy # correct checklist
Model Cleaning # trials
a. Locate cleaning Physical activities Forward chaining
supplies Backward chaining
b. Clean sink, toilet, verbal Imitation
tub Hand on shoulder Manipulation of
c. Replace toilet arm Total task
paper Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Sponge mitt
Long handled tub brush
Adapted handled mops
Picture card with tasks to
perform
734471.1 8/15/07
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S NT
7. Clean mirrors and Independent Classroom Classroom Fading % of accuracy Multi trial
windows Indirect verbal maintenance Bathroom Time delay Total task
Direct verbal activities Home economics Least to most hierarchy TMR data
Gestural Cleaning room Most to least hierarchy # correct checklist
Subobjectives: Model activities # trials
a. Locate glass Backward chaining
cleaner, sponge, Independent w/ Shaping
and cloth verbal Imitation
b. Spray/apply Hand on upper environment
cleaner arm Total task
c. Wipe area clear Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Terry cloth mitt

Trigger type sprayer
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S NT
8. Make/change beds Independent Classroom Classroom Fading % of accuracy Multi trial
Indirect verbal maintenance Home economics Time delay Total task
Direct verbal activities room Least to most hierarchy TMR data
Subobjectives: Gestural Cleaning Most to least hierarchy # correct checklist
Model activities # trials
a. Choose appropriate Physical Bedmaking Forward chaining
size sheets Backward chaining
b. Identify top, verbal Imitation
bottom sheets and Hand on shoulder Manipulation of
pillow cases Hand on upper environment
arm Total task
c. Place dirty linen in Hand on elbow
laundry Hand over lower Small group instruction
Hand over wrist
gestures
Total communication
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127
S NT
9. Clean kitchen Independent Cleaning Classroom Fading % of accuracy Multi trial
appliances Indirect verbal activities Home economics Time delay Total task
Direct verbal Meal preparation room Least to most hierarchy TMR data
Gestural Laundry Most to least hierarchy # correct checklist
Physical Shaping
a. Locate sponge, Imitation
cloth, cleanser Independent w/ Manipulation of
verbal environment
b. Apply detergent Hand on shoulder Total task
c. Scour and wipe arm Incidental teaching
Hand on elbow
d. Rinse Hand over lower Small group instruction
e. Dry Hand over wrist
gestures
Total communication
Materials:
Adaptive sponge mitt

Adaptive cloth mitt
Trigger sprayer
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S NT
10. Keep rooms Independent After meal clean Classroom Fading % of accuracy Multi trial
neat and clean Indirect verbal up Home economics Time delay Total task
Direct verbal Classroom room Least to most hierarchy TMR data
Gestural maintenance Most to least hierarchy # correct checklist
Physical Cleaning Forward chaining
a. Pick up trash activities Backward chaining
b. Adjust furniture verbal Imitation
c. Put away materials Hand on upper environment
arm Total task
d. Adjust blinds and Hand on elbow Multi trial
shades Hand over lower Incidental teaching
arm
hand
Sign language
Naturally occurring
gestures
Total communication
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S NT
1. Follow laundering Independent Laundry Classroom Fading % of accuracy Multi trial
instructions on Indirect verbal activities Laundromat Time delay TMR data
label Direct verbal Home economics Least to most hierarchy checklist
Gestural room Most to least hierarchy # correct Total task
Model # trials
Imitation
a. Identify items to be Independent w/ Manipulation of
dry cleaned verbal environment
b. Identify items to be Hand on upper Multi trial
hand washed arm
Hand on elbow Large group instruction
Hand over wrist
gestures
Total communication
Materials:
Sequence cards
Symbol cards
Picture cards
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Goal Area: Laundry Skills
S NT
2. Sort clothes Independent Laundry Classroom Fading % of accuracy Multi trial
Indirect verbal activities Home economics Time delay Total task
Direct verbal room Least to most hierarchy TMR data
Gestural Laundromat Most to least hierarchy # correct checklist
Model # trials Permanent
Physical Shaping product
Imitation
verbal environment
arm
arm
hand gestures
Total communication
Techniques to encourage
bending (flexion) of
knees, trunk and
returning to upright
Materials:
Adapted containers for

carrying
Labels to identify
delicate items
734471.1 8/15/07
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132
S NT
3. Use washing Independent Laundry Classroom Fading % of accuracy Multi trial
machine Indirect verbal activities Home economics Time delay Total task
Gestural Laundromat Most to least hierarchy # correct checklist
a. Obtain detergent, Backward chaining
etc. Independent w/ Shaping
verbal Imitation
b. Load washer Hand on shoulder Manipulation of
c. Set dials/push arm Total task
buttons Hand on elbow Multi trial
Hand over lower
d. Measure and add arm Small group instruction
detergent Hand over wrist Individual instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Measuring cup with

marked fill line
Colored tape on
button/dials
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S NT
4. Use dryer Independent Laundry Classroom Fading % of accuracy Multi trial
Subobjectives: Gestural Laundromat Most to least hierarchy # correct checklist
Model # trials
a. Set dials/push Physical Forward chaining
buttons Backward chaining
b. Load dryer verbal Imitation
c. Add fabric softener Hand on upper environment
sheets arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded
buttons/dials
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S NT
5. Fold clothes Independent Laundry Classroom Fading % of accuracy Multi trial
Subobjectives: Gestural Laundromat Most to least hierarchy # correct checklist
a. Match items in setPhysical Forward chaining product
(e.g., socks, Backward chaining recording
towels/washcloths) Independent w/ Shaping
verbal Imitation
b. Fold linens Hand on shoulder Manipulation of
c. Fold clothing arm Massed practice
arm Multi trial
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
734471.1 8/15/07
135
S NT
6. Iron clothing Independent Laundry Classroom Fading % of accuracy Multi trial
a. Safely plug in iron Physical Forward chaining product
Shaping recording
b. Set iron to proper Independent w/ Imitation
heat setting verbal Manipulation of
c. Fill iron with water Hand on upper Total task
arm Multi trial
Hand on elbow
Hand over wrist
gestures
Total communication
upper extremity
movements
Techniques to
accomplish proper
positioning in
equipment
Materials:
Table top ironing board

Colored tape for
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dials/buttons
Gloves
Iron holder
Automatic shut off iron
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Goal Area: Sewing/Mending
S NT
1. Mend clothes Independent Sewing Classroom Fading % of accuracy Multi trial
Indirect verbal Home economics Time delay Total task
Model # trials
a. Thread needle Physical Forward chaining
Backward chaining
b. Sew on button Independent w/ Shaping
verbal Imitation
c. Mend Hand on shoulder Manipulation of
tear/seam/hole Hand on upper environment
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Left handed scissors

Loop scissors
Snip scissors
Needle threader
Holding frame (i.e.,
embroidery loop,
quilting frame)
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S NT
2. Prepare material Independent Sewing Classroom Fading % of accuracy Multi trial
for sewing Indirect verbal Home economics Time delay Total task
Gestural Most to least hierarchy # correct checklist
a. Pre-shrink fabric Backward chaining
b. Lay and pin pattern verbal Imitation
onto cloth Hand on shoulder Manipulation of
c. Cut out pieces arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Left handed scissors

Loop scissors
Snip scissors
Needle threader
Holding frame (i.e.,
embroidery loop,
quilting frame)
Cardboard patterns
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S NT
3. Sew by hand Independent Sewing Classroom Fading % of accuracy Multi trial
a. Thread needle Physical Forward chaining product
Backward chaining
b. Stitch pieces Independent w/ Shaping
together verbal Imitation
c. Tie knot in thread Hand on upper environment
arm Total task
d. Sew on buttons and Hand on elbow Multi trial
fasteners Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
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S NT
4. Sew with machine Independent Sewing Classroom Fading % of accuracy Multi trial
a. Thread needle Physical Forward chaining product
Backward chaining
b. Operate foot pedal Independent w/ Shaping
verbal Imitation
c. Select appropriate Hand on shoulder Manipulation of
stitch Hand on upper environment
arm Total task
d. Sew seams Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Magnet sewing guide

Adapted holding devices
as clamp on
embroidery hoop
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Goal Area: Gardening
S NT
1. Plant seeds, bulbs, Independent Gardening Classroom Fading % of accuracy Multi trial
sets Indirect verbal Science room Time delay Total task
Direct verbal School yard Least to most hierarchy TMR data
Gestural Community Most to least hierarchy # correct checklist
Subobjectives: Model garden # trials
a. Dig hole Backward chaining
b. Put seeds/bulbs in verbal Imitation
hole Hand on shoulder Manipulation of
c. Put dirt in pot arm Total task
d. Water Hand over lower
hand
Sign language
Naturally occurring
gestures
Total communication
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S NT
2. Care for house Independent Gardening Classroom Fading % of accuracy Multi trial
plants Indirect verbal Science room Time delay Total task
Direct verbal School grounds Least to most hierarchy TMR data
a. Water plants Backward chaining
b. Dust plants verbal Imitation
c. Pot plants Hand on upper environment
arm Total task
d. Trim plants Hand on elbow Multi trial
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Terry cloth mitt
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S NT
3. Weed garden Independent Gardening School grounds Fading % of accuracy Multi trial
Indirect verbal Community Time delay Total task
Direct verbal garden Least to most hierarchy Permanent
Subobjectives: Gestural Most to least hierarchy # correct product
Model # trials recording
a. Identify weeds Physical Forward chaining TMR data
Backward chaining checklist
b. Pull out weeds Independent w/ Shaping
verbal Imitation
c. Bag pulled weeds Hand on shoulder Manipulation of
d. Use trowel arm Total task
Hand over lower
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Picture cards
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S NT
4. Rake grass/leaves Independent Raking leaves School grounds Fading % of accuracy Multi trial
Indirect verbal School clean-up Community Time delay Total task
Direct verbal garden Least to most hierarchy TMR data
Subobjectives: Gestural School garden Most to least hierarchy # correct checklist
Model # trials
a. Identify rake Physical Forward chaining
Backward chaining
b. Rake leaves into Independent w/ Shaping
piles verbal Imitation
c. Bag grass/leaves Hand on upper environment
arm Total task
Hand over lower
hand
Sign language
Naturally occurring
gestures
Total communication
correct posture
alignment in bending,
reaching and stooping
Materials:
Homemaking cuff to
secure grasp
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Goal Area: Basic Home Maintenance
S NT
1. Change a light bulb Independent Home Classroom Fading % of accuracy Multi trial
Indirect verbal maintenance Home economics Time delay Total task
a. Change bulb in Physical Forward chaining product
table lamp Backward chaining
b. Change bulb in verbal Imitation
overhead light Hand on shoulder Manipulation of
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Rubber glove
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S NT
2. Use hammer and Independent Home Classroom Fading % of accuracy Multi trial
nails Indirect verbal maintenance Home economics Time delay Total task
Gestural Hanging picture Most to least hierarchy # correct checklist
Physical Forward chaining product
Backward chaining
verbal Imitation
arm Total task
Hand over lower
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
movement of the
extremities: pronation,
supination, wrist
flexion/extension,
finger movements
Materials:
Adapted nail gripper

Adaptive handles for
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tools
Pre-drilled starter holes
for nail and screws
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S NT
3. Seek help for Independent Home Classroom Fading % of accuracy Multi trial
repairs Indirect verbal maintenance Home economics Time delay Total task
Physical Shaping
a. Call appropriate Imitation
service person Independent w/ Manipulation of
verbal environment
b. Describe problem Hand on shoulder Massed practice
c. Make appointment arm Multi trial
for repair Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Sight vocabulary words

Emergency phone # list
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Domestic Maintenance: Related References and Resources
Freagon, S., Wheeler, J., Hill, L. Brankin, G., Costello, D., & Peters, W. (1983). A domestic
training environment for students who are severely handicapped. Journal of the
Association for Persons with Severe Handicaps, 8, 49-61.
Martin, J. E., & Rusch, F. R. (1987). Use of the partial-sequential withdrawal design to assess
maintenance of mentally retarded adults' acquired meal preparation skills. Research in
Developmental Disabilities, 8, 389-39.
McDonnell, J., & McFarland, S. (1988). A comparison of forward and concurrent chaining
strategies in teaching laundromat skills to students with severe handicaps. Research in
Morrow, S. A., & Bates, P. E. (1987). The effectiveness of three sets of school-based
instructional materials and community training on the acquisition and generalization of
community laundry skills by students with severe handicaps. Research in Developmental
Disabilities, 8, 113-136.
Pelland, M., & Falvey, M. A. (1986). Domestic skills. In M. A. Falvey, Community-based

curriculum. Instructional strategies for students with severe handicaps (pp. 77-99).
Baltimore: Paul H. Brookes.
Wheeler, J., Ford, A., Nietupski, J., Loomis, R., & Brown, L. (1980). Teaching moderately and
severely handicapped adolescents to shop in supermarkets using pocket calculators.
Education and Training of the Mentally Retarded, 15, 105-111.
RECREATION
AND LEISURE
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Domain: Recreation & Leisure Secondary
Goal Area: Spectator Activities
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Visit friends and Independent Intra school travel Subject room Fading % of Multi trial
relatives Indirect verbal Travel training Classroom Time delay accuracy Total task
Direct verbal Halls Least to most hierarchy TMR data
Subobjectives: Gestural Stairs Most to least hierarchy checklist
Model School grounds # correct
a. Visit friend in Physical Community Imitation # trials
school Simulation
b. Visit Independent Massed practice
friend/relative in w/verbal Distributed practice
community Hand on Total task
Hand on upper Forward chaining
arm
Hand over
lower Sign language
arm Naturally occurring gestures
Hand over wrist Total communication
Total hand
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Operate a radio Independent Music Classroom Fading % of Multi trial
Indirect appreciation Gym Time delay accuracy Total task
verbal Break activities Music room Least to most hierarchy TMR data
Subobjectives: Direct verbal School grounds Most to least hierarchy checklist
Gestural Bus # correct
a. Turn radio on Model Work sites Forward chaining # trials
Physical Recreational sites Backward chaining
b. Select station Shaping
Imitation
c. Safely put plug in Independent Manipulation of environment
outlet w/ verbal Total task
Hand on Incidental teaching
Hand on upper
Hand over
over hand
Facilitation of pronation &
supination
Materials:
Adaptive switches
Multi purpose turning handle
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Gripper knob turner
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Operate record Independent Party Classroom Fading % of Mutli trial
player Indirect verbal Break activity Gym Time delay accuracy Total task
Direct verbal Music Music room Least to most hierarchy TMR data
Gestural appreciation Most to least hierarchy checklist
a. Turn on switch Backward chaining
Shaping
b. Place record on Independent Imitation
player w/ verbal Manipulation of environment
c. Place needle in shoulder Total task
record groove Hand on upper Multi trial
arm Massed practice
d. Adjust speed Hand on elbow
e. Safely put plug in lower arm individual instruction
outlet Hand over wrist
Total communication
Facilitation of pronation &

supination
Positioning techniques
Materials:
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Adaptive switches
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Listen to stories/ Independent Presentations Subject rooms Fading % of Multi trial
lectures Indirect verbal Language arts Classroom Time delay accuracy Total task
Direct verbal Auditorium Least to most hierarchy Time sampling
Gestural Library Most to least hierarchy Duration
Subobjectives: Model Public library # correct recording
Physical Shaping # trials Event recording
a. Remain in seat Imitation Interval
Manipulation of environment recording
b. Remain quiet Independent Total task TMR data
w/ verbal Incidental teaching checklist
c. Attend to speaker Hand on Multi trial
shoulder
d. Respond to Hand on upper Large group instruction
questions, etc. arm Small group instruction
Hand over
over hand
Adapted positioning techniques
Materials:
Head sets
Adapted chairs
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Look at books Independent Break activities Classroom Fading % of Multi trial
and magazines Indirect verbal Reading Cafeteria Time delay accuracy Total task
Direct verbal Seat/table work Art room Least to most hierarchy TMR data
Gestural Library most to least hierarchy checklist
Subobjectives: Model Home economics # correct
Physical room Shaping # trials
a. Turn pages Vocational training Imitation
area Manipulation of environment
b. Select books Independent Bus Multi trial
w/ verbal Worksites Distributed practice
c. Handle books Hand on Recreational sites Total task
appropriately shoulder Public library Incidental teaching
Hand on upper Public
arm transportation Large group instruction
Hand on elbow sites Small group instruction
lower arm
over hand
Bilateral hand usage techniques
Materials:
Book holder
Automatic page turner
Rubber fingers
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Operate a cassette Independent Break activities Classroom Fading % of Multi trial
tape recorder Indirect verbal Party Music room Time delay accuracy Total task
Direct verbal Music Library Least to most hierarchy TMR data
Gestural appreciation Recreational sites Most to least hierarchy checklist
Subobjectives: Model Public transportation # correct
Physical sites Forward chaining # trials
a. Activate Backward chaining
appropriately Shaping
b. Select tape w/ verbal Manipulation of environment
c. Load tape shoulder Total task
Hand on upper Incidental teaching
d. Use headphones arm
appropriately Hand on elbow Small group instruction
e. Safely put plug in lower arm
outlet Hand over wrist Sign language
Wrist/hand movement
techniques
Shoulder/arm movement
techniques
Materials:
Adaptive switches
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Adapted tape recorder
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Attend movies, Independent Attend events Gym Fading % of Total task
concerts, and/or Indirect verbal Auditorium Time delay accuracy Multi trial
sporting events Direct verbal Theater Least to most hierarchy TMR data
Gestural Concert hall Most to least hierarchy checklist
Model Sports arena # correct
Subobjectives: Physical Shaping # trials
Imitation
a. Remain in seat Manipulation of environment
b. Wait in line for w/ verbal Multi trial
admission Hand on
shoulder Small group instruction
c. Clap at Hand on upper Individual instruction
appropriate times arm
Hand over
wrist
Total hand
over hand
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Goal Area: Game Activities
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Play card games Independent Break activities Classroom Fading % of Multi trial
Indirect verbal Work Sites Least to most hierarchy accuracy Total task
Direct verbal Recreational sites Most to least hierarchy TMR data
Subobjectives: Gestural checklist
Model Shaping # correct
a. Identify cards Physical Forward chaining # trials
Imitation
b. Distribute cards Manipulation of environment
c. Take turns w/ verbal Massed practice
Hand on Multi trial
d. Shuffle/mix cards shoulder
Hand on upper Small group instruction
Hand on elbow
lower arm Naturally occurring gestures
Total hand
Special size cards

Card holder
Cards w/enlarged numbers
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Play coin- Independent Break activities Recreational sites Fading % of Multi trial
operated video Indirect verbal Community Arcade Time delay accuracy Total task
games Direct verbal training Least to most hierarchy TMR data
Model # correct
Subobjectives: Physical Forward chaining # trials
Shaping
a. Insert appropriate Imitation
coins in slot Independent Manipulation of environment % of time
w/ verbal Massed practice
b. Push buttons Hand on Total task
c. Use joystick Hand on upper
d. Attend to screen Hand on elbow Individual instruction
Hand over
Total hand
Coin board for matching

Coin "funnel"
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Play computer Independent Break activities Subject room Fading % of time Multi trial
games Indirect verbal Classroom Time delay Total task
Direct verbal Computer lab Least to most hierarchy % of Time sampling
Gestural Most to least hierarchy accuracy Interval
Subobjectives: Model recording
Physical Forward chaining TMR data
a. Push buttons Backward chaining # correct checklist
Shaping # trials
b. Use joystick Independent Imitation
w/ verbal Manipulation of environment
c. Attend to screen Hand on Massed practice
shoulder Total task
d. Select software Hand on upper Multi trial
arm
e. Load diskette Hand on elbow Small group instruction
lower arm
Techniques to isolate finger

movements
Materials:
Adaptive switches,
Adaptive firmware card
Touch window
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Moisture guard
Key guard
Membrane keyboard
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Play board Independent Break activities Classroom Fading % of time Multi trial
games Indirect verbal Party Recreational sites Least to most hierarchy Total task
Direct verbal Most to least hierarchy % of TMR data
Gestural Time delay accuracy checklist
Physical Shaping Rate of
a. Select game Imitation performance
b. Follow rules/ Independent Total task
directions w/ verbal Multi trial # correct
Hand on # trials
c. Take turns shoulder Large group instruction
d. Count arm Individual instruction
spaces/move Hand on elbow
pieces Hand over Sign language
appropriately lower arm Naturally occurring gestures
wrist
Total hand
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Toss a frisbee Independent Break time Gym Fading % of Multi trial
Indirect verbal activities School grounds Time delay accuracy Total task
Direct verbal Playing frisbee Park Least to most hierarchy TMR data
Subobjectives: Gestural Most to least hierarchy Rate of checklist
Model performance
a. Grasp frisbee Physical Forward chaining
Backward chaining
b. Toss frisbee Shaping # correct
Independent Imitation # trials
c. Catch frisbee w/ verbal Manipulation of environment
d. Retrieve frisbee shoulder Total task
arm
lower arm
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Goal Area: Individual Sports
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Ride bicycle Independent Exercise Gym Fading % of time Multi trial
Indirect verbal Bike races School grounds Least to most hierarchy Total task
Direct verbal Most to least hierarchy % of Duration
Subobjectives: Gestural accuracy recording
Model Forward chaining TMR data
a. Ride with training Physical Shaping checklist
wheels Imitation # correct
Manipulation of environment # trials
b. Ride stationary Independent Massed practice
bike w/ verbal Total task
Hand on
c. Ride shoulder Individual instruction
tricycle/adapted Hand on upper
bicycle arm Sign language
lower arm
Hand over wrist Materials:
Total hand
over hand Training wheels
Helmet
Knee pads
Adapted tricycle, including

pulley system
trunk support
foot support
Whirl-O-wheels: operated by
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
upper extremities
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Skate Independent Skating Gym Fading % of Total task
Indirect verbal Skating rink Time delay accuracy Multi trial
Subobjectives: Gestural Most to least hierarchy checklist
Model # correct
a. Roller skate Physical Shaping # trials
Imitation
b. Ice skate Manipulation of environment
w/ verbal Total task
Hand on Multi trial
shoulder
Hand on elbow
Total hand
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Participate in track Independent Racing Gym Fading % of time Multi trial
events Indirect verbal Exercise School grounds Time delay Total task
Direct verbal Target throw Recreational sites Least to most hierarchy % of Duration
Gestural Most to least hierarchy accuracy recording
Subobjectives: Model TMR data
Physical Forward chaining Rate of checklist
a. Run Backward chaining performance
Shaping
b. Jump Independent Imitation
w/ verbal Manipulation of environment # correct
c. Throw Hand on Massed practice # trials
shoulder Total task
d. Race wheelchair Hand on upper Multi trial
arm
e. Keep score/time Hand on elbow Large group instruction
events Hand over Small group instruction
Hand over wrist
Total communication
Techniques to facilitate balance/

equilibrium reactions in
running
Materials:
Gloves
Racing chairs
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Helmet
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Swim Independent Swimming School swimming Fading % of time Multi trial
Indirect verbal pool Least to most hierarchy Total task
Direct verbal YMCA Most to least hierarchy % of Duration
Subobjectives: Gestural Recreational sites accuracy recording
Model Forward chaining TMR data
a. Tolerate water Physical Shaping checklist
Imitation # correct
b. Walk in water Manipulation of environment # trial
c. Float on stomach w/ verbal Total task
Hand on Multi trial
d. Float on back shoulder
Hand on upper Large group instruction
e. Kick arm Small group instruction
f. Breathe Hand over
g. Use complete Hand over wrist Naturally occurring gestures
stroke Total hand Total communication
over hand
h. Use water safety Techniques to facilitate range of
devices motion/strengths
Materials:
Floatation devices
Goggles/ear plugs
Kick board
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Swimming pool lift

Trainer tube
Arm float
Quad-float system
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Use trampoline Independent Using Gym Fading % of time Multi trial
Indirect verbal trampoline Recreational sites Time delay Total task
Direct verbal Least to most hierarchy % of Duration
Subobjectives: Gestural Most to least hierarchy accuracy recording
Model Continuous
a. Jump Physical Forward chaining recording
Shaping # correct (ABC)
b. Maintain balance Imitation # trials TMR data
Independent Manipulation of environment checklist
c. Mount/dismount w/ verbal Massed practice
Hand on Total task
Hand on upper
Hand over
Total hand
Safety bounce
Jumpin’ Jiminy
Adapted trampoline
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Lift weights Independent Weight lifting Gym Fading % of Multi trial
Indirect verbal Exercise Recreational sites Time delay accuracy Total task
Model # correct
a. Grasp weights Physical Forward chaining # trials
Shaping
b. Lift Imitation
c. Maintain safety w/ verbal Massed practice
Hand on Total task
d. Use proper shoulder Multi trial
technique Hand on upper
Hand over
Total hand
Gloves
Weighted cuffs
Adjusted weight wrist and

ankle weights (velcro closure)
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Shoot baskets Independent Basketball Gym Fading % of Multi trial
Indirect verbal School grounds Time delay accuracy Total task
Direct verbal Recreational sites Least to most hierarchy TMR data
Model # correct
a. Grasp ball Physical Forward chaining # trials
Shaping
b. Throw ball toward Imitation
basket Independent Manipulation of environment
c. Dribble Hand on Total task
Hand on upper
lower arm
Materials:
Lowered basket
Nerf ball, beach ball
Mini-basketball back stop
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Adjustable height back stop
Weighted ball
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Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Identify type of Independent Travel training Mall Fading % of Multi trial
store or business Indirect verbal Shopping Supermarket Time delay accuracy Total task
Direct verbal Bowling Restaurant Least to most hierarchy TMR data
Gestural Going to movies YMCA Most to least hierarchy checklist
Subobjectives: Model Going to Recreational sites # correct
Physical restaurant Public library Shaping # trials
a. Match pictures to Going to arcade Public transportation Imitation
signs Going to "Y" sites Simulation
Independent Going to public Manipulation of environment
b. Identify w/ verbal library Massed practice
signs/logos Hand on Multi trial
c. Identify store/ Hand on upper
business by arm Large group instruction
function Hand on elbow Small group instruction
Hand over
over hand
Materials:
Slides
Picture cards
Language master
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Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Locate Independent Travel training Mall Fading % of Multi trial
destination Indirect verbal Shopping Supermarket Time delay accuracy Total task
Gestural Going to "Y" YMCA Most to least hierarchy checklist
Subobjectives: Model Going to movies Recreational sites # correct
Physical Going to arcade Public library Forward chaining # trials
a. Follow Going to Public Backward chaining
directions restaurant transportation Shaping
Independent Going to public sites Imitation
b. Identify w/ verbal library Manipulation of environment
destination Hand on Intra school Distributed practice
shoulder travel Total task
Hand on elbow Simulation
Hand over
lower arm Large group instruction
Total hand
Total communication
Materials:
Picture cards
Map
Slides
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Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Use map Independent Shopping Gym Fading % of Multi trial
Indirect verbal Travel training Art room Time delay accuracy Total task
Direct verbal Going to "Y" Music room Least to most hierarchy TMR data
Subobjectives: Gestural Going to movies Auditorium Most to least hierarchy checklist
Model Going to School grounds # correct
a. Locate where Physical restaurant Bowling alley Imitation # trials
you are Going to arcade Restaurant Simulation
Going to YMCA Manipulation of environment
b. Locate Independent bowling Recreational sites Massed practice
destination w/ verbal Going to public Public library Distributed practice
Hand on library Public Total task
c. Identify street shoulder Intra school transportation Multi trial
names Hand on upper travel sites Incidental teaching
arm
d. Identify public Hand on elbow Large group instruction
transportation Hand over Small group instruction
stops on map lower arm Individual instruction
Hand over
wrist Sign language
Materials:
Map w/pre-traced route

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Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Identify travel Independent Travel training Classroom Fading % of Multi trial
sight vocabulary Indirect verbal Shopping Bowling alley Time delay accuracy TMR data
words Direct verbal Bowling Mall Least to most hierarchy checklist
Gestural Going to movies Restaurant Most to least hierarchy
Model Going to YWCA # correct
Subobjectives: Physical restaurant Recreational sites Imitation # trials
Going to Arcade Library simulation
a. Identify travel Going to "Y" Public transportation Manipulation of environment
symbols Independent Going to public sites Massed practice
w/ verbal library Distributed practice
Hand on Multi trial
Hand on upper
lower arm
Materials:
Slides
Language master
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Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Observe safety Independent Travel training Bowling alley Fading % of Multi trial
precautions in Indirect verbal Shopping Mall Time delay accuracy Total task
community Direct verbal Bowling Restaurant Least to most hierarchy TMR data
Model Going to "Y" Recreational sites # correct
Subobjectives: Physical Going to Public library Shaping # trials
restuarant Public Imitation
a. Obey traffic Going to arcade transportation Simulation
signs/signals Independent Going to public sites Manipulation of environment
w/ verbal library Massed practice
b. Demonstrate Hand on Distributed practice
street crossing shoulder Multi trial
safety Hand on upper Incidental teaching
arm Total task
Hand on elbow
Hand over Large group instruction
wrist
Total communication
Gait training including

facilitation
of speed of ambulation
Materials:
734727.1 8/15/07 171

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Survival sign cards
734727.1 8/15/07 172

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Seek help when Independent Travel training Bowling alley Fading % of Multi trial
lost Indirect verbal Shopping Mall Time delay accuracy Total task
Subobjectives: Model Going to "Y" Recreational sites # correct
Physical Going to Library Shaping # trials
a. Approach restaurant Public Imitation
appropriate Going to arcade transportation Manipulation of environment
individuals in Independent Intra school sites Distributed practice
community to ask w/ verbal travel Total task
for directions Hand on Multi trial
b. Approach Hand on upper
appropriate arm Large group instruction
individuals in Hand on elbow Small group instruction
school to ask for Hand over Individual instruction
directions lower arm
c. Make phone call Total hand Naturally occurring gestures
to get directions over hand Total communication
Materials:
Signal devices to gain attention
734727.1 8/15/07 173

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Select appropriate Independent Travel training Public transportation Fading % of Multi trial
mode of Indirect verbal Shopping sites Time delay accuracy TMR data
transportation Direct verbal Going to movies Recreational sites Least to most hierarchy checklist
Gestural Going to "Y" Mall Most to least hierarchy
Model Going to YMCA # correct
Subobjectives: Physical restaurant Public library Imitation # trials
Going to arcade Bowling alley Simulation
a. Estimates Going to public Manipulation of environment
distances to Independent library Massed practice
destination w/ verbal Bowling Distributed practice
Hand on Multi trial
b. Identify available shoulder Incidental teaching
travel options Hand on upper
c. Estimate cost of Hand on elbow Small group instruction
travel Hand over Individual instruction
lower arm
d. Estimate travel Hand over wrist Sign language
time Total hand Naturally occurring gestures
lover hand Total communication
Materials:

Photo/picture cards
Map
734727.1 8/15/07 174

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Identify local Independent Travel training Bowling alley Fading % of Multi trial
streets Indirect verbal Shopping Mall Time delay accuracy TMR data
Direct verbal Bowling YMCA Most to least hierarchy checklist
Gestural Going to movies Recreational sites Least to most hierarchy
Subobjectives: Model Going to Public library # correct
Physical restaurant Public transportation Imitation # trials
a. Match sight Going to arcade sites Simulation
vocabulary cards Going to "Y" Restaurant Manipulation of environment
to signs Independent Going to public Massed practice
w/ verbal library Distributed practice
b. Locate street signs Hand on Multi trial
Hand on upper
lower arm
Materials:

Map w/traced routes
Slides
Photographs
734727.1 8/15/07 175

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
9. Enter/exit doors Independent Travel training Gym Fading % of Multi trial
Indirect verbal Intra school Cafeteria Time delay accuracy Total task
Direct verbal travel Art room Least to most hierarchy TMR data
Subobjectives: Gestural Shopping Music room Most to least hierarchy # checklist
Model Bowling Auditorium Graduated guidance # # correct
a. Open/close doors Physical Going to "Y" Library # trials
with knobs Going to movies Classroom Shaping
Going to Bowling alley Imitation
b. Safely use Independent restaurant Restaurant Manipulation of environment
electronic door w/ verbal Going to arcade YMCA Massed practice
Hand on Recreational sites Distributed practice
c. Safely use shoulder Public library Total task
revolving doors Hand on upper Public Multi trial
arm transportation Incidental teaching
Hand on elbow sites
Hand over wrist
Total communication
Materials:
Adaptive door opening devices:

knob extension, knob turner,
etc.
734727.1 8/15/07 176

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Use taxi Independent Travel training Taxi Fading % of Multi trial
Indirect verbal Going to "Y" Time delay accuracy Total task
Direct verbal Going to movies Least to most hierarchy TMR data
Subobjectives: Gestural Going to Most to least hierarchy checklist
Model restaurant # correct
a. Give destination Physical Going to arcade Imitation # trials
to driver Shopping Simulation
Bowling Manipulation of environment
b. Pay for fare Independent Massed practice
w/ verbal Distributed practice
c. Tip driver Hand on Total task
Hand on upper
Hand over
Total hand
Coin board/dollar bill

board for matching
Cards w/destinations
"Tip-percent" card
Coin dispenser
734727.1 8/15/07 177

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
11. Identify Independent Travel training Bowling alley Fading % of Multi trial
restrooms Indirect verbal Shopping Mall Time delay accuracy TMR data
Direct verbal Bowling Restaurant Least to most hierarchy checklist
Gestural Going to "Y" YMCA Most to least hierarchy
Subobjectives: Model Going to movies Recreational sites # correct
Physical Going to Public library Shaping # trials
a. Identify by restaurant Public Imitation
symbol of men, Going to arcade transportation Simulation
women Independent sites Manipulation of environment
arm
Hand over
wrist Sign language
Materials:

Picture cards
734727.1 8/15/07 178

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
12. Provide personal Independent Travel training Bowling alley Fading % of Multi trial
identification Indirect verbal Shopping Mall Time delay accuracy Total task
Subobjectives: Gestural Going to movies YMCA Most to least hierarchy checklist
Model Going to arcade Recreational sites # correct
a. Provide name Physical Going to "Y" Public library Forward chaining # trials
Going to Public Backward chaining
b. Provide phone restaurant transportation Shaping
number Independent sites Imitation
w/ verbal Simulation
c. Provide address Hand on Manipulation of environment
arm Total task
Hand over Incidental teaching
lower arm
Hand over wrist Large group instruction
Total hand Small group instruction
over hand Individual instruction
Sign language
Total communication
Materials:
I. D. cards
Worksheets
734727.1 8/15/07 179

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
13. Walk Independent Travel training Gym Fading % of Multi trial
Indirect verbal Intra-school travel Art room Time delay accuracy Total task
Direct verbal Going to arcade Music room Least to most hierarchy Duration
Subobjectives: Gestural Going to movies Auditorium Most to least hierarchy recording
Model Going to Library # correct TMR data
a. Walk up & down Physical restaurant Stairways Forward chaining # trials checklist
stairs Going to "Y" School grounds Backward chaining
Shopping Halls Shaping
b. Walk on uneven Independent Bowling Restaurant Imitation Rate of
surfaces w/ verbal Recreational Manipulation of environment performance
Hand on YMCA Massed practice
shoulder Recreational sites Distributed practice
Hand on upper Public library Total task
arm Public transportation Multi trial
Hand on elbow sites Incidental teaching
Hand over
Total hand Individual instruction
over hand
Sign language
Total communication
Gait training to manage steps,

including weight-shift, balance
and stability
Materials:
734727.1 8/15/07 180

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Handrails
Walker
Sidestepper cane walker
734727.1 8/15/07 181

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
14. Use wheelchair Independent Travel training Art room Fading % of Total task
for mobility Indirect verbal lntra-school travel Music room Time delay accuracy TMR data
Direct verbal Going to arcade Gym Least to most hierarchy checklist
Gestural Going to movies Auditorium Most to least hierarchy
Subobjectives: Model Going to "Y" Library # correct
Physical Going bowling Halls Forward chaining # # trials
a. Move with Going shopping School grounds Backward chaining
hands Going to Mall Shaping
Independent restaurant Restaurant Imitation
b. Travel up ramps w/ verbal YMCA Manipulation of environment
Hand on Recreational sites Distributed practice
c. Navigate around shoulder Public library Total task
obstacles Hand on upper Public transportation Incidental teaching
arm sites
Hand on elbow Bowling alley Individual instruction
Hand over
over hand
734727.1 8/15/07 182

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
15. Use elevator Independent Intra-school travel Elevator Fading % of Multi trial
Indirect verbal Shopping Mall Time delay accuracy Total task
Direct verbal Travel training YMCA Least to most hierarchy TMR data
Subobjectives: Gestural Recreational sites Most to least hierarchy checklist
Model Public library # correct
a. Safely enter/exit Physical Public transportation Forward chaining # trials
elevator sites Backward chaining
Shaping
b. Push button for Independent Imitation
designated floor w/ verbal Manipulation of environment
shoulder Total task
Hand on elbow
Total hand
Total communication
Transfer mobility training

including
equilibrium reactions and
weight
shift
734727.1 8/15/07 183

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Materials:
Color coded tape on buttons

Picture cards
734727.1 8/15/07 184

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
16. Use escalator Independent Shopping Mall Fading % of Multi trial
Indirect verbal Travel training Department store Time delay accuracy TMR data
Direct verbal Public Least to most hierarchy checklist
Subobjectives: Gestural transportation Most to least hierarchy Total task
Model sites # correct
a. Safely get on Physical Shaping # trials
and off escalator Imitation
b. Select escalator Independent Distributed practice
going in desired w/ verbal Total task
direction Hand on Multi trial
Hand on upper
lower arm
wrist Naturally occurring gestures
over hand
Techniques to facilitate weight
shift and equilibrium
reactions
in standing
734727.1 8/15/07 185

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
17. Demonstrate Independent Travel training Bus Fading % of Total task
motor vehicle Indirect verbal Going to "Y" Taxi Time delay accuracy Time sampling
passenger safety Direct verbal Going to movies Train Least to most hierarchy Duration
Gestural Going to restaurant Auto Most to least hierarchy recording
Model Going to arcade # correct Event recording
Subobjectives: Physical Going bowling Shaping # trials Interval
Going shopping Imitation recording
a. Remain in seat Manipulation of environment
b. Keep hands and w/ verbal Total task
arms away from Hand on
windows shoulder Large group instruction
c. Lock doors when arm Individual instruction
riding in Hand on elbow
automobiles Hand over Sign language
d. Use seat belt Hand over wrist Total communication
when available Total hand
over hand
e. Look for traffic
before opening
door when
exiting parked
car
734727.1 8/15/07 186

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
18. Identify traffic Independent Arrival/departures Streets in Fading % of Multi trial
signs & signals Indirect verbal Travel training community Time delay accuracy TMR data
Direct verbal Going to movies Parking lots Least to most hierarchy checklist
Subobjectives: Gestural Going to "Y" Public transportation Most to least hierarchy
Model Going to sites # correct
a. Identify signs Physical restaurant Imitation # trials
Going to arcade Simulation
b. Identify signals Going bowling Manipulation of environment
Independent Going shopping Massed practice
Hand on Multi trial
Hand on upper
lower arm
over hand
Materials:

Picture cards
Slides
734727.1 8/15/07 187

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
19. Cross streets Independent Travel training Streets in Fading % of Multi trial
safely Indirect verbal Going shopping community Time delay accuracy Total task
Direct verbal Going to movies Least to most hierarchy TMR data
Gestural Going to "Y" Most to least hierarchy checklist
Subobjectives: Model Going to # correct
Physical restaurant Forward chaining # trials
a. Cross at corner Going to arcade Imitation
Going bowling Manipulation of environment
b. Cross Independent Distributed practice
uncontrolled w/ verbal Total task
intersections Hand on Multi trial
c. Cross Hand on upper
intersection with arm Large group instruction
directional Hand on elbow Small group instruction
signal Hand over Individual instruction
lower arm
d. Walk within Hand over Sign language
crosswalks wrist Naturally occurring gestures
over hand
Gait training including speed in
ambulation
Materials:
Picture cards
734727.1 8/15/07 188

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
20. Pay appropriate Independent Going to "Y" Bus Fading % of Total task
fare for public Indirect verbal Going to Subway Time delay accuracy Multi trial
transportation Direct verbal restaurant Trolley/train Least to most hierarchy TMR data
Gestural Going to movies Public Most to least hierarchy checklist
Model Going to arcade transportation # correct
Subobjectives: Physical Going shopping sites Forward chaining # trials
Going bowling Backward chaining
a. Pay Travel training Imitation
money/token Independent Simulation
b. Show trans-pass Hand on Massed practice
shoulder Total task
Hand on upper
lower arm
over hand
Materials:
Coin board or/dollar bill board

Coin dispenser
734727.1 8/15/07 189

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
21. Exhibit Independent Shopping Streets Fading % of Duration
appropriate Indirect verbal Bowling Vehicles of travel Time delay accuracy recording
conduct while Direct verbal Going to Travel destinations Least to most hierarchy Event recording
traveling Gestural restaurant Public transportation Most to least hierarchy Interval
Model Going to movies sites # correct recording
Physical Going to arcade Shaping # trials Multi trial
Going to "Y" Imitation
Travel training Simulation
Hand on upper
lower arm
734727.1 8/15/07 190

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
22. Locate Independent Travel training Street corner Fading % of Multi trial
appropriate Indirect verbal Going shopping Subway stop Time delay accuracy Total task
transportation Direct verbal Going bowling Train station Least to most hierarchy TMR data
Gestural Going to "Y" Public transportation Most to least hierarchy checklist
Model Going to sites # correct
Subobjectives: Physical restaurant Imitation # trials
Going to movies simulation
a. Locate site to Going to arcade Manipulation of environment
catch public Independent Massed practice
transportation w/ verbal Total task
Hand on Multi trial
b. Exit public shoulder
transportation at Hand on upper Large group instruction
desired stop arm Small group instruction
Hand over
over hand
Materials:

Photo/picture cards
Slides
734727.1 8/15/07 191

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
23 Board bus Independent Travel training Bus stop Fading % of Multi trial
Indirect verbal Going shopping Time delay accuracy Total task
Direct verbal Going bowling Least to most hierarchy TMR data
Subobjectives: Gestural Going to "Y" Most to least hierarchy checklist
Model Going to movies # correct
a. Walk up and Physical Going to arcade Forward chaining # trials
down stairs Backward chaining
Shaping
b. Roll wheelchair Independent Imitation
on/off lift w/ verbal Simulation
Hand on Manipulation of environment
arm Multi trial
Hand on elbow
Hand over wrist
Total communication
734727.1 8/15/07 192

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
24. Use bus driver Independent Travel training Bus Fading % of Multi trial
as source of Indirect verbal Going shopping Public transportation Time delay accuracy Total task
information Direct verbal Going bowling sites Least to most hierarchy TMR data
Gestural Going to "Y" Most to Least hierarchy checklist
Model Going to # correct
Subobjectives: Physical restaurant Shaping # trials
Going to movies Imitation
a. Ask driver Going to arcade Simulation
where to exit Independent Manipulation of environment
b. Ask driver Hand on Multi trial
where to stand shoulder
for connecting Hand on upper
bus arm Small group instruction
Hand over
over hand
734727.1 8/15/07 193

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
25. Catch Independent Travel training Bus stop Fading % of Multi trial
appropriate Indirect verbal Going shopping Train station Time delay accuracy Total task
bus/train/trolley Direct verbal Going bowling Subway stop Least to most hierarchy TMR data
Gestural Going to "Y" Most to least hierarchy checklist
Model Going to # correct
Subobjectives: Physical restaurant Imitation # trials
Going to movies Simulation
a. Locate number Going to arcade manipulation of environment
on Independent Massed practice
bus/train/trolley w/ verbal Total task
Hand on Multi trial
b. Ask driver for shoulder Large group instruction
route no. or Hand on upper Small group instruction
destination arm Individual instruction
Hand on elbow
wrist
over hand
Photo/picture cards
734727.1 8/15/07 194

Goal Area: Travel
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
26. Use public Independent Travel training School Fading % of Multi trial
transportation Indirect verbal Going shopping Bowling alley Time delay accuracy Total task
schedule Direct verbal Going bowling Mall Least to most hierarchy TMR data
appropriately Gestural Going "Y" Restaurant Most to least hierarchy checklist
Model Going to YMCA # correct
Physical restaurant Recreational sites Forward chaining # trials
Subobjectives: Going to movies Public library Backward chaining
Going to arcade Public transportation Imitation
a. Find destination Independent sites Simulation
point on w/ verbal Manipulation of environment
schedule Hand on Massed practice
shoulder Total task
b. Determine Hand on upper Multi trial
appropriate route arm
number Hand on elbow Large group instruction
c. Determine when lower arm Individual instruction
next vehicle will Hand over wrist
arrive Total hand Sign language
Total communication
Materials:
"Highlighted" schedule
734727.1 8/15/07 195

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Make scrapbook Independent Break activities Classroom Fading % of Multi trial
Indirect verbal Seat/table work Art room' Time delay accuracy Total task
Model # correct
a. Paste pictures, Physical Forward chaining # trials
materials in book Backward chaining
Shaping
b. Collect items for Independent Imitation
inclusion in book w/ verbal Manipulation of environment
shoulder Total task
Hand on elbow
Total hand
Total communication
Materials:
Adaptive scissors
Glue stick
Camera w/color coded buttons
Pencil grips
734727.1 8/15/07 196

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Care for plants Independent Break activities Classroom Fading % of Multi trial
Indirect verbal Science room Time delay accuracy Total task
Direct verbal office Least to most hierarchy TMR data
Model # correct
a. Water plants Physical Forward chaining # trials
Backward chaining
b. Transplant into Imitation
larger pots. Independent Manipulation of environment
Hand on Total task
Hand on upper
lower arm
Materials:
Squeeze bottle
Trigger sprayer/w extension
734727.1 8/15/07 197

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Care for pets Independent Performing Classroom Fading % of Multi trial
Indirect verbal assigned Science room Time delay accuracy Total task
Direct verbal duties Park Least to most hierarchy TMR data
Subobjectives: Gestural Pet care Most to least hierarchy checklist
Model # correct
a. Clean cage Physical Shaping # trials
Imitation
b. Feed animal Manipulation of environment
c. Exercise animal w/ verbal Total task
Hand on Multi trial
shoulder
Hand on elbow
Total hand
Gloves
Premeasured food packs
734727.1 8/15/07 198

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Make pottery Independent Break activity Classroom Fading % of Total task
Indirect verbal Making art Art room Time delay accuracy TMR data
Direct verbal projects Community Least to most hierarchy checklist
Subobjectives: Gestural recreation Most to least hierarchy
Model program # correct
a. Shape clay Physical Forward chaining # trials
Backward chaining
b. Apply glaze Imitation
c. Bake in kiln w/ verbal Total task
Hand on
shoulder Large group instruction
Hand on elbow
Total hand
Molds
Built up brush
734727.1 8/15/07 199

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Paint Independent Break activities Classroom Fading % of Total task
Indirect verbal Art projects Art room Time delay accuracy TMR data
Direct verbal Seat/table work Least to most hierarchy checklist
Gestural Presentations Most to least hierarchy
Model # correct
Backward chaining
Imitation
Hand on
Hand on upper small group instruction
Hand on elbow
wrist
over hand
Apron
Computer drawing programs
Built up brush
Stencil
Paint holder
Paint brush holder
Writing frame (use w/brush)
734727.1 8/15/07 200

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Take photographs Independent Presentations Subject rooms Fading % of Total task
Indirect verbal Making art Classroom Time delay accuracy Multi trial
Direct verbal projects Gym Least to most hierarchy TMR data
Subobjectives: Gestural Break time Cafeteria Most to least hierarchy checklist
Model activities Office # correct
a. Aim camera Physical Travel Art room Forward chaining # trials
Music room Backward chaining
b. Focus camera Auditorium Imitation
Independent Library Manipulation of environment
c. Push shutter w/ verbal Elevator Massed practice
button Hand on Stairways Distributed practice
shoulder School grounds Total task
d. Load/unload film Hand on upper Home economic Multi trial
arm suite
Hand on elbow Vocational training Large group instruction
Hand over area Small group instruction
lower arm Computer lab Individual instruction
Hand over wrist Bus
Total hand Halls Sign language
over hand Mall Naturally occurring gestures
Supermarket Total communication
Restaurant
Bank Materials:
Post office
YMCA Color coded shutter button
Worksites Auto-focus camera
Recreational sites
Library
Public transportation
734727.1 8/15/07 201

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
sites
734727.1 8/15/07 202

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Draw Independent Break activities Classroom Fading % of Total task
Model # correct
Physical Imitation # trials
Total task
Independent
w/ verbal Large group instruction
Hand on Small group instruction
shoulder Individual instruction
Hand on upper
arm Sign language
lower arm
Hand over wrist Materials:
Total hand
over hand Adapted pencils
Pencil grips
Computer drawing programs
734727.1 8/15/07 203

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Perform stitchery Independent Break time Classroom Fading % of Total task
Indirect verbal activity Art room Time delay accuracy Multi trial
Direct verbal Art projects Home economic Least to most hierarchy TMR data
Subobjectives: Model Sewing suite Most to least hierarchy checklist
Physical Seat/table work # correct
a. Thread needle Forward chaining # trials
Backward chaining
b. Use basic stitches Independent Imitation
c. Tie knots Hand on Massed practice
shoulder Total task
arm
lower arm
Materials:
Needle threader
734727.1 8/15/07 204

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
9. Participate in Independent Assemblies/ Classroom Fading % of Total task
drama and plays Indirect verbal presentations Gym Time delay accuracy TMR data
Direct verbal Language arts Music room Least to most hierarchy checklist
Gestural Auditorium Most to least hierarchy
Subobiectives: Model # correct
Physical Imitation # trials
a. Perform part or Manipulation of environment
role Massed practice
b. Make scenery w/ verbal
Hand on Large group instruction
c. Distribute shoulder Small group instruction
program /take Hand on upper Individual instruction
tickets arm
Hand over
wrist Materials:
Total hand
over hand Cue/prompt cards
Film/videos
734727.1 8/15/07 205

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Dance Independent Party Classroom Fading % of Total task
Indirect verbal Aerobic exercise Gym Time delay accuracy Multi trial
Direct verbal School special Cafeteria Least to most hierarchy TMR data
Subobjectives: Gestural events Music room Most to least hierarchy checklist
Model School grounds # correct
a. Dance Physical Forward chaining # trials
individually Shaping
b. Dance with Independent Massed practice
partners w/ verbal Total task
Hand on Multi trial
shoulder
Hand on upper Imitation
lower arm
Materials:
Traced floor patterns

Video tapes
734727.1 8/15/07 206

Goal Area: Hobbies
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
11. Construct models Independent Break activities Classroom Fading % of Total task
Model # correct
Backward chaining
Imitation
Hand on
Hand on elbow
Total hand
over hand
734727.1 8/15/07 207

Goal Area: Physical Fitness
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Perform Independent Exercise class Gym Fading % of Multi trial
calisthenics Indirect verbal Recreational sites Time delay accuracy Total task
Direct verbal Least to most hierarchy Duration
Gestural Most to least hierarchy recording
Subobjectives: Model # correct TMR data
Physical Forward chaining # trials checklist
a. Perform adapted Shaping
exercises Imitation
Hand on Total task
Hand on upper
lower arm
over hand
Materials:
Aerobic workout tapes
734727.1 8/15/07 208

ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Perform Independent Exercise Gym Fading % of time Multi trial
movement Indirect verbal Recreational sites Time delay Total task
exercise Direct verbal Classroom Least to most hierarchy % of Duration
Model
Imitation # correct
a. Perform passive Manipulation of environment # trials
range of motion Independent Massed practice
exercises w/ verbal Distributed practice
Hard on Total task
b. Perform active shoulder Multi trial
range of motion Hand on upper Incidental teaching
exercises arm
c. Perform range of Hand over Individual instruction
motion against lower arm
resistance Hand over wrist Sign language
exercises Total hand Naturally occurring gestures
Techniques to facilitate active

range of motion
Techniques to facilitate passive
range of motion
Materials:
Mat
Medicine ball
734727.1 8/15/07 209

ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Thera-band
Exer-tubing
Variable resistance hand grips
Quadriceps board
734727.1 8/15/07 210

ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Perform aerobic Independent Exercise Gym Fading % of time Total task
exercises Indirect verbal Recreational sites Time delay Multi trial
Direct verbal School grounds Least to most hierarchy % of Duration
Model TMR data
Physical Shaping checklist
Imitation # correct
Hand on Multi trial
shoulder
Hand over
over hand
Materials:
Video "workout" tapes
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Perform Independent Exercise Gym Fading % of time Total task
isometric Indirect verbal Recreational sites Time delay Multi trial
exercises Direct verbal Classroom Least to most hierarchy % of Duration
Model TMR data
Physical Forward chaining checklist
Backward chaining # correct
Shaping # trials
shoulder Total task
arm Massed practice
Hand on elbow
wrist
Total communication
Materials:
Foam hand exercise

Grip hand exercise
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Use exercise Independent Exercise Gym Fading % of time Total task
bike Indirect verbal Recreational sites Time delay Multi trial
Direct verbal Least to most hierarchy % of Duration
Subobjectives: Model TMR data
Physical Shaping checklist
a. Mount and Imitation # correct
dismount Manipulation of environment # trials
b. Maintain balance w/ verbal Total task
Hand on Multi trial
c. Pedal bike shoulder
Hand over
Total hand Techniques to facilitate
over hand balance in
sitting
Techniques to facilitate lower
extremity strength/weight
shift
Materials:
Seat belt for bike
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Pedal blocks
Adaptations to bicycle
including
trunk support, foot pedals
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Navigate obstacle Independent PE activities Gym Fading % of Total task
course Indirect verbal School grounds Time delay accuracy Multi trial
a. Balance on beam Backward chaining
Shaping
b. Crawl through Independent Imitation
tunnel w/ verbal Manipulation of environment
c. Crawl through shoulder Multi trial
barrel Hand on upper
d. Climb rope Hand on elbow Small group instruction
lower arm
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Jump rope Independent Jumping rope Gym Fading % of Total task
Indirect verbal Break time Recreational sites Time delay accuracy Multi trial
Model # correct
a. Turn rope Physical Shaping # trials
Imitation
b. Jump over Independent Manipulation of environment
stationary rope w/ verbal Massed practice
Hand on Total task
c. Jump over raised shoulder Mufti trial
rope Hand on upper
Hand over
over hand
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Run/jog Independent Racing Gym Fading % of time Total task
Indirect verbal Exercise Recreational sites Time delay Duration
Direct verbal Park Least to most hierarchy % of recording
Gestural Track Most to least hierarchy accuracy TMR data
Model checklist
Physical Shaping
Imitation # correct
Hand on Total task
Hand on upper
lower arm
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Goal Area: Team Sports
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. Play soccer Independent Soccer game Gym Fading % of Total task
Indirect verbal School grounds Time delay accuracy Multi trial
Subobjectives: Gestural Park Most to least hierarchy checklist
Model # correct
a. Kick ball Physical Forward chaining # trials
Shaping
b. Pass ball Imitation
Independent Manipulation of environment # of minutes
c. Shoot goal w/ verbal Massed practice
Hand on Total task
Hand on upper
arm
Hand over wrist
Total communication
Materials:
Nerf ball
Indoor, reduced size field
Large ball
Enlarged goal area
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Play football Independent Football game Gym Fading % of Multi trial
Indirect verbal Recreational sites Time delay accuracy Total task
Subobjectives: Gestural Park Most to least hierarchy checklist
Model # correct
a. Pass Physical Forward chaining # trials
Shaping
b. Catch Imitation
c. Kick w/ verbal Massed practice
Hand on Total task
d. Pursue opponent shoulder Multi trial
Hand on upper
arm
Hand over
wrist Sign language
over hand Total Communication
Materials:
Nerf football
Reduced size field
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Play horseshoes Independent Break activities Gym Fading % of Total task
Indirect verbal School grounds Time delay accuracy Multi trial
Model # correct
Physical Shaping # trials
Imitation
Hand on Multi trial
shoulder
Hand over
over hand
Materials:
Plastic horseshoe set
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
4. Play volleyball Independent Volleyball game Gym Fading % of Multi trial
Model # correct
a. Serve Physical Shaping # trials
Imitation
b. Hit ball over net Manipulation of environment
Independent Massed practice # of minutes
Hand on Multi trial
shoulder
Hand over
over hand
Materials:
Lowered net
Nerf volleyball
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
5. Play hockey Independent Hockey game Gym Fading % of Multi trial
model # correct
a. Shoot goals Physical Forward chaining # trials
Shaping
b. Pass puck/ball Imitation
c. Use stick w/ verbal Massed practice
handling Hand on Total task
techniques shoulder Multi trial
Hand on upper
lower arm
Materials:
"Street" hockey equipment

Ball instead of puck
Enlarged goal area
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
6. Play handball Independent Handball game Gym Fading % of Multi trial
Model # correct
a. Return ball to Physical Forward chaining # trials
wall Shaping
Imitation
b. Play wallball Independent Manipulation of environment # of minutes
Hand on Total task
Hand on upper
lower arm
Materials:
Rubber ball
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
7. Bowl Independent Bowling game Bowling alley Fading % of Total task
Indirect verbal Gym Time delay accuracy Multi trial
Model # correct
a. Roll ball Physical Forward chaining # trials
Shaping
b. Keep score Imitation
c. Reset pins w/ verbal Massed practice
Hand on Total task
Hand on upper
lower arm
Materials:
Plastic bowling game for use

in gym/class-room
"Children's" ball, when at
bowling alley
Tape on floor for pin-setting
pattern
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Bowling ball ramp

Bowling ball pusher
Handle grip bowling ball
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
8. Play badminton Independent Badminton game Gym Fading % of Multi trial
Model # correct
a. Serve birdie Physical Forward chaining # trials
Shaping
b. Hit birdie over Imitation
net Independent Manipulation of environment # of minutes
c. Score game Hand on Total task
Hand on upper
lower arm
Materials:
Lowered net
Counter (to score)
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
9. Play basketball Independent Basketball game Gym Fading % of Multi trial
Indirect verbal School grounds Time delay accuracy Total trial
Model # correct
a. Shoot baskets Physical Forward chaining # trials
Shaping
b. Dribble ball Imitation
c. Pass ball w/ verbal Massed practice
Hand on Total task
d. Catch ball shoulder Multi trial
Hand on upper
lower arm
Materials:
Lowered basket
Nerf basketball
Enlarged basket
Reduced court size
Weighted ball
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Adjustable height backshop
Success ball-oversized hoop
with rebound net
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
10. Play baseball/ Independent Baseball game Playground Fading % of Multi trial
softball Indirect verbal Gym Time delay accuracy Total task
a. Pitch ball Physical Forward chaining # trials
Shaping
b. Catch ball Imitation
c. Throw ball w/ verbal Massed practice
Hand on Total task
d. Bat ball shoulder Multi trial
Hand on upper
e. Run bases arm
f. Score game Hand over Small group instruction
Hand over
wrist Sign language
Materials:
Wiffle ball & bat

"Sure catch"
Velcro ball & glove
Indoor field
Reduced size field
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Recreation and Leisure: Related References and Resources
Coon, M. E., Vogelsberg, R. T., & Williams, W. (1981). Effects of classroom public
transportation instruction on generalization to the natural environment. Journal of the
Association for the Severely Handicapped, 6, 46-53.
Colozzi, G.A., & Pollow, R.S. (1984). Teaching independent walking to mentally retarded
children in a public school. Education and Training of the Mentally Retarded, 19,
97-101.
Datillo, J. & Mirenda, P. (1987). An application of a leisure preference assessment protocol for
persons with severe handicaps. The Journal of The Association for Persons with Severe
Handicaps, 12(4), 306-311.
Duffy, A.T., & Nietupski, J. (1985). Acquisition and maintenance of video game initiation,
sustaining and termination skills. Education and Training of the Mentally Retarded, 20,
157-162.
Falvey, M. A. (1986). Recreation/leisure skills. In M. Falvey, Community-based curriculum.

Instructional strategies for students with severe handicaps (pp. 101-117). Baltimore: Paul
H. Brookes.
Ford, A., Brown, L., Pumpian, I., Baumgart, D., Nisbet, J., Schroeder, J., & Loomis, R. (1984).
Strategies for developing individualized recreation and leisure programs for severely
handicapped students. In N. Certo, N. Haring & R. York (Eds.), Public school
integration of severely handicapped students (pp. 245-276). Baltimore: Paul H. Brookes.
Keogh, D. A., Faw, G. D., Whitman, T. L., & Reid, D. H. (1984). Enhancing leisure skills in
severely retarded adolescents through a self instructional treatment package. Analysis
and Intervention in Developmental Disabilities, 4, 333-3 1.
Matson, J. L. (1980). A controlled group study of pedestrian-skill training for the mentally
retarded. Behavior Research and Therapy, 18, 99-106.
Realon, R.E., Favell, J.E., & Dayvault, K.A. (1988). Evaluation of the use of adapted leisure
materials on the engagement of persons who are profoundly multiply handicapped.
Education and Training in Mental Retardation, 23, 228-237.
Realon, R. E., Favell, J. E., Stirewalt, S. C., & Phillips, J. F. (1986). Teaching severely
handicapped persons to provide leisure activities to peers. Analysis and Intervention in
Schleien, S.J., Certo, N.J., & Muccino, A. (1984). Acquisition of leisure skills by a severely
handicapped adolescent: A data based instructional program. Education and Training of
the Mentally Retarded, 19, 297-305.
735511.1 8/15/07
Sowers, J., Rusch, F. R., & Hudson, C. (1979). Training a severely retarded young adult to ride
the city bus to and from work. AAESPH Review, 4, 15-23.
Voeltz, L. M., Wuerch, B. B., & Wilcox, B. (1982). Leisure and recreation: Preparation for
independence, integration, and self-fulfillment. In B. Wilcox & G.T. Bellamy (Eds.),
Design of high school programs for severely handicapped students (pp. 175-210).
Baltimore: Paul H. Brookes.
Vogelsberg, R. T., & Rusch, F. R. (1979). Training severely handicapped students to cross
partially controlled intersections. AAESPH Review, 4, 264-273.
Wacker, D. P., Berg, w.K., & Moore, S.J. (1984). Increasing on-task performance of students
with severe handicaps on cooperative games. Education and Training of the Mentally
Retarded, 19, 183-190.
Welch, J., Nietupski, J. & Hamre-Nietupski, S. (1985). Teaching public transportation problem
solving skills to young adults with moderate handicaps. Education and Training of the
Mentally Retarded, 20, 287-295.
Wuerch, B., & Voeltz, L. (1982). Longitudinal leisure skills for severely handicapped learners:
The Ho'onanea curriculum component. Baltimore: Paul H. Brookes.
FUNCTIONAL
ACADEMICS
735511.1 8/15/07
Domain: Functional Academics Secondary
Goal Area: Sight Reading
PROMPTS ACTIVITIES ENVIRONMEN MATERIALS ACHIEVEME EVALUATION
TS NT
1. Match pictures Independent Use of menu Classroom Fading % of accuracy Multi trial
Indirect Use of shopping Home Time delay Total task
Subobjectives: verbal list economics Least to most hierarchy % correct TMR data
Direct verbal Locating items room Most to least hierarchy % trials checklist
a. Match picture to Gestural while School office
picture Model shopping School library Shaping
b. Match picture to Physical Sorting activities School store Imitation
object Use picture Cafeteria Manipulation of
c. Match Independent w/ cookbook School environment
picture/object to verbal Use of money vocational Massed practice
word Hand on cue card training area Distributed practice
shoulder Drill and Department Multi trial
Hand on upper practice store
arm exercises Grocery store Large group instruction
Hand on elbow Bank Small group instruction
Hand over Library Individual instruction
lower arm Worksite Individual job
Hand over wrist Job crew
Total hand over Enclave
hand sign language
Naturally occurring
gestures
Total communication
Materials:
Picture flash cards
Coupons
Picture cookbook
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216
PROMPTS ACTIVITIES ENVIRONMEN MATERIALS ACHIEVEMEN EVALUATION
TS T
2. Match letters Independent Filing papers Classroom Fading % of accuracy Multi trial
Indirect verbal Sorting mail School office Time delay Total task
Subobjectives: Direct verbal Locating time School Least to most hierarchy # correct TMR data
Gestural card vocational Most to least hierarchy # trials checklist
a. Match upper case Model Drill and training area Shaping
letters Physical practice Worksite Imitation
b. Match upper to exercises Manipulation of
lower case letters Independent environment
shoulder Total task
arm
Hand over wrist Computer assisted
Total hand over instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Flash cards
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PROMPTS ACTIVITIES ENVIRONMEN MATERIALS ACHIEVEMEN EVALUATION
TS T
3. Read personal Independent Locating time Classroom Fading % of accuracy Multi trial
information Indirect verbal card School Time delay Total task
Direct verbal Making purchase vocational Least to most hierarchy # correct TMR data
Subobjectives: Gestural with charge training area Most to least hierarchy # trials checklist
Model card Department
a. Read name Physical Providing store Forward chaining
information to Worksite Shaping
b. Read address Independent w/ others for Imitation
verbal completion of Simulation
c. Read phone number Hand on forms Manipulation of
shoulder Drill and environment
d. Read emergency Hand on upper practice Massed practice
contact information arm exercises Distributed practice
lower arm
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Cue cards w/pictures

Job application
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S NT
4. Read travel related Independent Traveling in Classroom Time delay % of accuracy Total task
words Indirect verbal community Hallways Least to most hierarchy TMR data
Direct verbal Using public Community Most to least hierarchy # correct checklist
Subobjectives: Gestural transportation # trials
Model Traveling within Shaping
a. Read street names Physical building Imitation
b. Read street signs/ Crossing streets Simulation
signals Independent Drill and practice Manipulation of
c. Read enter/exit signs w/verbal exercises environment
d. Read simple maps Hand on shoulder Massed practice
e. Read transportation Hand on upper Distributed practice
schedules arm Total task
arm
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Flash cards
"Highlighted" maps
"Highlighted" schedules
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S NT
5. Read words related Independent Traveling to Classroom Fading % of accuracy Multi trial
to shopping Indirect verbal store Home economics Time delay Total task
Direct verbal Traveling within room Least to most hierarchy # correct TMR data
Subobjectives: Gestural store Supermarket Most to least hierarchy # trials checklist
Model Selecting items Department store
a. Read store name Physical while Shaping
shopping Imitation
b. Read labels/sizes Independent w/ Drill and Simulation
verbal practice Manipulation of
c. Read price tags Hand on exercises environment
d. Read aisle markings Hand on upper Distributed practice
arm Multi trial
Hand over lower
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Flash cards
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220
OBJECTIVES CONDITIONS METHODS & LEVEL OF METHODS
PROMPTS ACTIVITIES ENVIRONMEN MATERIALS ACHIEVEME OF
TS NT EVALUATIO
N
6. Read words related Independent Ordering in Classroom Fading % of accuracy Multi trial
to food/cooking Indirect verbal restaurant Cafeteria Time delay Total task
Direct verbal Meal preparation Home economics Least to most hierarchy # correct TMR data
Subobjectives: Gestural Grocery room Most to least hierarchy # trials checklist
Model shopping Supermarket Shaping
a. Read menu items Physical Drill and practice Restaurant Imitation
exercises Simulation
b. Read grocery list Independent Manipulation of
c. Read ingredients in Hand on Massed practice
recipe shoulder Distributed practice
d. Read simple recipe arm Incidental teaching
instructions Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Flash cards
Recipes with "low
difficulty level"
instructions
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221
TS NT EVALUATIO
N
7. Arrange/find Independent Looking up Classroom Fading % of accuracy Multi trial
information in Indirect verbal addresses/pho School office Time delay Total task
alphabetical order Direct verbal ne numbers School library Least to most hierarchy # correct TMR data
Gestural Filing attendance School Most to least hierarchy # trials checklist
Subobjectives: Model cards vocational Permanent
Physical Filing orders training area Forward chaining product
a. Locate information Locating books Worksite Backward chaining measureme
in phone directory Independent w/ in library Library Shaping nt
verbal Drill and practice Imitation
b. Locate/place papers Hand on exercises Simulation
in alphabetical files shoulder Manipulation of
arm Massed practice
Hand over Total task
lower arm Multi trial
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded letters in the
file name
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222
TS NT EVALUATIO
N
8. Read simple Independent Selecting speed Classroom Fading % of Multi trial
messages/instruction Indirect verbal setting on Home economics Time delay accuracy Total task
s Direct verbal washer/dryer room Least to most hierarchy TMR data
Gestural Using public Laundromat Most to least hierarchy # correct checklist
Subobjectives: Model telephones Bank Graduated guidance # trials
Physical Operating Vending machine
a. Read dials on automatic teller area Shaping
appliances Independent w/ machine Worksite Imitation
b. Read directions on verbal Setting timer/level simulation
machines (e.g. Hand on shoulder on Manipulation of
phone, vending Hand on upper stove/microwav environment
machine etc.) arm e Massed practice
Hand on elbow Drill and practice Distributed practice
Hand over lower exercises Total task
arm Multi trial
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dials/buttons

Picture cards with sequence
of steps for operation
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PROMPTS ACTIVITIES ENVIRONMENTS MATERIALS ACHIEVEME OF
NT EVALUATIO
N
9. Obtain information Independent Looking for job Classroom Fading % of Multi trial
from the newspaper Indirect verbal Reading School library Time delay accuracy Total task
Direct verbal newspaper Least to most hierarchy TMR data
Subobjectives: Gestural Looking for Most to least hierarchy # correct checklist
Model Movie/TV # trials
a. Identify sections of Physical information Forward chaining
the paper Planning shopping Backward chaining
b. Locate information in Independent w/ trip Shaping
ads verbal Drill and practice Imitation
Hand on shoulder exercises Manipulation of
c. Locate information in Hand on upper environment
TV/Movie schedules arm Massed practice
arm Multi trial
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Reading - Word Analysis Skills
PROMPTS ACTIVITIES ENVIRONMENTS MATERIALS ACHIEVEME OF
NT EVALUATIO
N
1. Vocally product the Independent Reading in Classroom Fading % of Multi trial
initial consonant Indirect natural Computer Time delay accuracy TMR data
sounds and verbal environments laboratory Least to most hierarchy checklist
beginning Direct verbal Drill and Home economics Most to least hierarchy # correct
consonant General practice room # trials
substitutions in Model exercises School library Shaping
reading material Physical School office Imitation
School Manipulation of
Subobjectives: vocational environment
training area Massed practice
a. M, T, B, H, P, N Subject rooms Distributed practice
Department store Multi trial
b. D, W, G, C, J Supermarket
Bank Large group instruction
c. K, Q Library Small group instruction
Worksite Individual instruction
d. V, X, Y, Z Sign language
Naturally occurring
e. Soft sounds of C gestures
and G Total communication
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226
PROMPTS ACTIVITIES ENVIRONMENT MATERIALS ACHIEVEME OF
S NT EVALUATIO
N
2. Vocally produce Independent Reading in Classroom Fading % of Multi trial
short vowels Indirect verbal natural Computer Time delay accuracy TMR data
sounds in reading Direct verbal environments laboratory Least to most hierarchy checklist
material Gestural Drill and Home economics Most to least hierarchy # correct
Model practice room Shaping # trials
Physical exercises School library
School office Imitation
vocational environment
training area Distributed practice
Subject rooms Massed practice
Supermarket
Library Small group instruction
Sign language
Naturally occurring
gestures
Total communication
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227
S NT EVALUATIO
N
3. Vocally produce end Independent Reading in Classroom Fading % of accuracy Multi trial
consonant sounds in Indirect verbal natural Computer Time delay TMR data
reading material Direct verbal environments laboratory Least to most hierarchy # correct checklist
Gestural Drill and practice Home economics Most to least hierarchy # trials
Model exercises room
Physical School library Shaping
Subject rooms Distributed practice
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
4. Use structure Independent Reading in Classroom Fading % of accuracy Multi trial
analysis to read Indirect natural Computer Time delay TMR data
Verbal environments laboratory Least to most hierarchy # correct checklist
Subobjectives: Direct verbal Drill and Home economics Most to least hierarchy # trials
Gestural practice room
a. Common words Model exercises School library Shaping
ending in "s" Physical School office Imitation
b. Compound words School Manipulation of
such as "gunman" vocational environment
and "hotdog" training area Massed practice
c. Two syllable words Department store Multi trial
-beginning with Supermarket
words ending in Bank Large group instruction
"ing" Library Small group instruction
d. Past tense formed
by "ed" Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
4. “continued” Independent Reading in natural Classroom Fading % of accuracy Multi trial
Indirect verbal environments Computer Time to delay TMR data
e. Plural with "es" Direct verbal Drill and practice laboratory Least to most hierarchy # correct checklist
Gestural exercises Home economics Most to least hierarchy # trials
f. Simple prefixes and Model room
suffixes Physical School library Shaping
g. Apostrophe "s" School Manipulation of
h. Simple syllabication training area Massed practice
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
5. Vocally produce Independent Reading in Classroom Fading % of Multi- trial
sounds for Indirect verbal natural Computer Time delay accuracy TMR data
consonant blends in Direct verbal environments laboratory Least to most hierarchy checklist
reading material Gestural Drill and Home economics Most to least hierarchy # correct
Model practice room # trials
Subobjectives: Physical exercises School library Shaping
a. Beginning: bl, br, School Manipulation of
chr, cl, cr, dr, dw, vocational environment
fl, fr, gl, gr, nk, pl, training area massed practice
pr, sc, sch, scr, shr, Subject rooms Distributed practice
sk, sl, sm, sn, sp, Department store Multi trial
spl, sq, st, st, str, Supermarket
thr, tr and tw Bank Large group instruction
Library small group instruction
b. Ending Worksite Individual instruction
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
6. Verbally produce Independent Reading in natural Classroom Fading % of accuracy Multi trial
sounds for speech Indirect verbal environments Computer Time delay TMR data
consonants Direct verbal Drill and practice laboratory Least to most hierarchy # correct checklist
Subobjectives: Model room
a. Digraphs: ch, sh, th, School office Imitation
wh, gh, ph School Manipulation of
Supermarket
Hank Large group instruction
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
7. Vocally produce long Independent Reading in natural Classroom Fading % of accuracy Multi trial
vowel sounds in Indirect verbal environments Computer Time delay TMR data
reading material Direct verbal Drill and practice laboratory Least to most hierarchy # correct checklist
Subobjectives: Model room
a. a, e, i, o, a School office Imitation
b. long vowel plus silent vocational environment
e training area Massed practice
c. ai, ay, ea, ee, oa, oe, Department store Multi trial
ow Supermarket
d. er, ir, or, ur, and wa Library Small group instruction
e. dipthongs - ei, ie, oi, Sign language
oy, oo, ou, au, aw, Naturally occurring
ow, ew, ue gestures
Total communication
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S NT EVALUATIO
N
8. Vocally produce Independent Reading in Classroom Fading % of accuracy Multi trial
proper syllabication Indirect verbal natural Computer Time delay TMR data
in reading material Direct verbal environments laboratory Least to most hierarchy # correct checklist
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
9. Vocally produce Independent Reading in Classroom Fading % of Multi trial
proper accentuation Indirect verbal natural Computer Time delay accuracy TMR data
in reading material Direct verbal environments laboratory Least to most hierarchy checklist
Gestural Drill and practice Home economics Most to least hierarchy # correct
Model exercises room # trials
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
10. Vocally produce Independent Reading in Classroom Fading % of accuracy Multi trial
with silent letters in Indirect verbal natural Computer Time delay TMR data
reading material Direct verbal environments laboratory Least to most hierarchy # correct checklist
Model exercises room Shaping
Physical School library
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
11. Vocally produce Independent Reading in natural Classroom Fading a or Multi trial
multisyllabic words Indirect verbal environments Computer Time delay accuracy TMR data
in reading materials Direct verbal Drill and practice laboratory Least to most hierarchy checklist
Gestural exercises Home economics Most to least hierarchy # correct
Model room Shaping # trials
Physical School library
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Reading - Comprehension Skills
S NT EVALUATI
ON
1. Demonstrate Independent Reading in Classroom Fading % of accuracy Multi trial
understanding of Indirect verbal natural Computer Time delay TMR data
vocabulary words Direct verbal environments laboratory Least to most hierarchy # correct checklist
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATI
ON
3. Demonstrate Independent Reading in natural Classroom Fading % of Multi trial
understanding of Indirect verbal environments Computer Time delay accuracy TMR data
sentence Direct verbal Drill and practice laboratory Least to most hierarchy checklist
Gestural exercises Home economics Most to least hierarchy # correct
Subobjectives: Model room # trials
Physical school library Shaping
a. Demonstrate meaning School office Imitation
of phrases School Manipulation of
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATI
ON
3. Demonstrate Independent Reading in natural Classroom Fading % of accuracy Multi trial
understanding of Indirect environments Computer Time delay TMR data
paragraph Verbal Drill and practice laboratory Least to most hierarchy # correct checklist
Direct verbal exercises Home economics Most to least hierarchy # trials
Subobjectives: Gestural room
Model School library Shaping
a. Chronological Physical School office Imitation
sequencing of events School Manipulation of
Supermarket
Worksite individual instruction
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATI
ON
4. Read for context Independent Reading in natural Classroom Fading % of accuracy Multi trial
Indirect verbal environments Computer Time delay TMR data
Direct verbal Drill and practice laboratory Least to most hierarchy # correct checklist
Model room
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATI
ON
5. Read for main idea Independent Reading in natural Classroom Fading % of accuracy Multi trial
Model room
Supermarket
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATI
ON
6. Read for detailsI Independent Reading in natural Classroom Fading % of accuracy Multi trial
Model room
Supermarket
Library small group instruction
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Writing
S NT EVALUATI
ON
1. Use writing Independent Signing forms Classroom Fading % of accuracy Multi trial
implements Indirect verbal Endorsing checks Bank Time delay Permanent
Direct verbal Signing in at work Worksite Least to most hierarchy # correct product
Subobjectives: Gestural Drill and practice Most to least hierarchy # trials TMR data
Model exercises checklist
a. Make "X" in Physical Forward chaining
designated space Backward chaining
b. Write signature verbal Imitation
Hand on shoulder Simulation
Hand on upper Manipulation of
arm environment
Hand on elbow Massed practice
Hand over lower Distributed practice
arm Multi trial
Hand over wrist
individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total. communication
Materials:
Built up handles for

pens/pencils
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Goal Area: Writing
S NT EVALUATI
ON
2. Copy text Independent Writing grocery Classroom Fading % of accuracy Multi trial
Indirect verbal list School Time delay Total task
Subobjectives: Direct verbal Completing vocational Least to most hierarchy # correct Permanent
Gestural applications training area Most to least hierarchy # trials product
a. Copy single letter Model Drill and Home economics TMR data
Physical practice room Forward chaining checklist
b. Copy letter exercises Worksite Backward chaining
combinations Independent w/ Shaping
verbal Imitation
c. Copy simple words Hand on Simulation
shoulder Manipulation of
d. Copy phrases/short Hand on upper environment
sentences arm Massed practice
arm Multi trial
Hand over wrist
Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
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S NT EVALUATI
ON
Worksheets with letter
forms to trace
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Goal Area: Writing
S NT EVALUATI
ON
3. Use keyboard to Independent Data entry Classroom Fading % of accuracy Multri trial
enter text Indirect verbal Typing School office Time delay Total task
Direct verbal instruction Computer lab Least to most hierarchy # correct Permanent
Subobiectives: Gestural Drill and Worksite Most to least hierarchy # trials product
Model practice TMR data
a. Locate single letters Physical exercises Shaping Rate checklist
on keyboard Imitation
b. Enter letter w/verbal environment
combinations Hand on Massed practice
shoulder Total task
c. Enter single words Hand on upper Multi trial
arm
d. Enter phrases/short Hand on elbow Large group instruction
sentences Hand over lower small group instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Expanded keyboard
Keyboard guard
Color coded keys
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Goal Area: Writing
S NT EVALUATI
ON
4. Write personal/ Independent Completing Classroom Fading % of accuracy Multi trial
emergency Indirect verbal forms School office Time delay Total task
information Direct verbal Completing Worksite Least to most hierarchy # correct Permanent
Gestural applications Restaurant Most to least hierarchy # trials product
Subobjectives: Model Placing orders/ Department store TMR data
Physical making Forward chaining checklist
a. Write complete purchases Backward chaining
name Independent w/ signing in at Shaping
verbal work Imitation
b. Write address c. Hand on Drill and Manipulation of
Write phone shoulder practice environment
number Hand on upper exercises Massed practice
d. Write name and Hand on elbow Total task
emergency contact Hand over lower Multi trial
arm
Computer assisted
instruction
individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Prompt cards to use as

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S NT EVALUATI
ON
model
Work sheets with letter
forms to trace
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Goal Area: Writing
S NT EVALUATI
ON
5. Write simple notes/ Independent Taking telephone Classroom Fading % of accuracy Multi trial
lists Indirect verbal messages Home economics Time delay Total task
Direct verbal Making grocery room Least to most hierarchy # correct Permanent
Subobjectives: Gestural lists School office Most to least hierarchy # trials product
Model Leaving Worksite TMR data
a. Write information Physical messages Shaping checklist
dictated verbally Drill and Imitation
Independent w/ practice Simulation
b. Write information verbal exercises Manipulation of
of personal choice Hand on environment
arm Total task
arm
individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Writing
S NT EVALUATI
ON
6. Complete simple Independent Completing job Classroom Fading % of accuracy Multi trial
forms/applications Indirect verbal applications School library Time delay Total task
Direct verbal Making bank School office Least to most hierarchy # correct Permanent
Subobjectives: Gestural deposits/ Bank Most to least hierarchy # trials product
Model withdrawals Worksite TMR data
a. Enter information in Physical Checking out Library Forward chaining checklist
designated library books Shaping
locations Independent w/ Drill and Imitation
verbal practice Simulation
b. Complete forms Hand on exercises Manipulation of
legibly shoulder environment
c. Maintain arm Distributed practice
appropriately sized Hand on elbow Total task
text Hand over lower Multi trial
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Forms with
"highlighted" spaces
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S NT EVALUATI
ON
Template to help
regulate size
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Goal Area: Writing
S NT EVALUATI
ON
7. Write personal Independent Communicate Classroom Fading % of accuracy Multi trial
letters Indirect verbal with Time delay Total task
Direct verbal friends/relativ Least to most hierarchy # correct Permanent
Subobjectives: Gestural es Most to least hierarchy # trials product
Model TMR data
a. Express thoughts in Physical Imitation checklist
writing Simulation
b. Describe current Independent w/ Manipulation of
future events in verbal environment
writing Hand on Massed practice
c. Prepare letter for shoulder Distributed practice
mailing (i.e., Hand on upper Total task
address, stamp) arm Multi trial
Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
Materials:
Pre-printed address
labels
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Goal Area: Writing
S NT EVALUATI
ON
8. Use keyboard to Independent Making Classroom Fading % of accuracy Multi trial
write Indirect verbal shopping list School office Time delay Total task
Direct verbal Writing a letter Computer lab Least to most hierarchy # correct Permanent
Subobjectives: Gestural Drill and Worksite Most to least hierarchy # trials product
Model practice TMR data
a. Use manual type- Physical exercises Forward chaining Rate checklist
writer to generate Backward chaining
text Independent w/ Shaping
verbal Imitation
b. Use electric Hand on Simulation
typewriter to shoulder Manipulation of
generate text Hand on upper environment
arm Massed practice
c. Use computer (word Hand on elbow Distributed practice
processor) to Hand over lower Total task
generate text arm Multi trial
Hand over wrist Incidental teaching
Total hand over
hand Large group instruction
Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
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S NT EVALUATI
ON
Expanded keyboard
Keyboard overlay
Color coded keys
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Goal Area: Writing
S NT EVALUATI
ON
9. Follow basic rules Independent Write Classroom Fading % of accuracy Multi trial
of grammar Indirect verbal notes/letters Library Time delay Total task
Direct verbal Complete forms/ School office Least to most hierarchy # correct Permanent
Subobjectives: Gestural applications Most to least hierarchy # trials product
Model Take messages TMR data
a. capitalize first word Physical Drill and practice Shaping checklist
of sentence exercises Imitation
b. Capitalize proper verbal environment
nouns Hand on Massed practice
c. Use periods, Hand on upper Total task
commas arm Multi trial
Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Mathematics
S NT EVALUATI
ON
1. Match numbers Independent Sorting mail Classroom Fading % of accuracy Multi trial
Indirect verbal Taking inventory School store Time delay TMR data
Subobjectives: Direct verbal Drill and practice School office Least to most hierarchy # correct checklist
Gestural exercises Stockroom Most to least hierarchy # trials
a. Match like numbers Model
Physical Shaping
b. Match numbers to Imitation
designated quantity Independent w/ Manipulation of
verbal environment
c. Match number to Hand on shoulder Massed practice
word Hand on upper Distributed practice
arm Multi trial
Hand on elbow
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
2. Label/select Independent Identify room Classroom Fading % of accuracy Multi trial
numbers Indirect verbal numbers Streets in Time delay TMR data
Direct verbal Identify locker community Least to most hierarchy # correct checklist
Subobjectives: Gestural numbers Elevator Most to least hierarchy # trials
Model Read addresses Phone booth
a. Label/select single Physical Read phone Forward chaining
digit numbers Backward chaining
numbers Independent w/ Select floor on Imitation
verbal elevator Manipulation of
b. Label/select two Hand on Dial telephone environment
digit numbers shoulder number Massed practice
Hand on upper Drill and Distributed practice
c. Label/select arm practice Multi trial
numbers above 100 Hand on elbow exercises Incidental teaching
Hand over lower
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
3. Write numbers Indpendent Complete forms/ Classroom Fading % of accuracy Multi trial
Indirect applications School office Time delay Total task
Subobjectives: verbal Take orders School store Least to most hierarchy # correct TMR data
Direct verbal Take phone School Most to least hierarchy # trials checklist
a. Copy numbers from Gestural messages vocational
sample Model Drill and training area Forward chaining
Physical practice Worksite Backward chaining
b. Write numbers as exercises Imitation
verbally directed Independent w/ Manipulation of
verbal environment
c. Write numbers of Hand on Massed practice
personal shoulder Distributed practice
importance Hand on upper Total task
arm Multi trial
Hand on elbow
Total hand over Individual job
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
4. Demonstrate Independent Setting table Classroom Fading % of accuracy Multi trial
understanding of Indirect Filling orders Home economics Time delay Total task
number value verbal Packaging tasks room Least to most hierarchy # correct TMR data
Direct verbal Drill and School store Most to least hierarchy # trials checklist
Subobjectives: Gestural practice Worksite
Model exercises Shaping
a. Identify quantities Physical Imitation
that are "more" or Manipulation of
"less" Independent w/ environment
verbal Massed practice
b. Count number of Hand on Distributed practice
objects that are shoulder Total task
requested verbally Hand on upper Multi trial
arm
c. Count number of Hand on elbow Large group instruction
objects designated Hand over lower Small group instruction
by number arm Individual instruction
Hand over wrist Individual job
Total hand over Job crew
hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
5. Demonstrate Independent Cooking Classroom Fading % of accuracy Multi trial
knowledge of simple Indirect Arts and crafts Home economics Time delay TMR data
fractions verbal activities room Least to most hierarchy # correct checklist
Direct verbal Woodworking Art room Most to least hierarchy # trials Permanent
Subobjectives: Gestural Serving food School Forward chaining product
Model Drill and practice vocational measurement
a. Divide object(s) in Physical exercises training area Shaping
half Worksite Imitation
b. Divide object(s) into verbal environment
quarters Hand on shoulder Massed practice
c. Divide object(s) into Hand on elbow Multi trial
thirds Hand over lower
d. Read written symbols Hand over wrist Small group instruction
for fractions Total hand over Individual instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
6. Count numbers Independent Counting money/ Classroom Fading % of accuracy Multi trial
verbally Indirect change School Time delay TMR data
verbal Performing basic vocational Least to most hierarchy # correct checklist
Subobjectives: Direct verbal calculations training area Most to least hierarchy # trials
Gestural Stocking shelves School store
a. Count by 1's Model Packaging Worksite Forward chaining
Physical Drill and practice Shaping
b. Count by 5's exercises Manipulation of
c. Count by 10's verbal Massed practice
d. Count by 25's Hand on upper Multi trial
arm
hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
7. Use calculator Independent Shopping Classroom Fading % of accuracy Multi trial
Indirect Banking Bank Time delay Total task
Subobjectives: verbal Budget School store Least to most hierarchy # correct TMR data
Direct verbal management Supermarket Most to least hierarchy # trials checklist
a. Perform addition Gestural Drill and practice Department store
with calculator Model exercises Forward chaining
b. Perform subtraction Imitation
with calculator Independent w/ Manipulation of
verbal environment
c. Perform Hand on Massed practice
multiplication with shoulder Distributed practice
calculator Hand on upper Total task
arm Multi trial
d. Perform division Hand on elbow
with calculator Hand over lower Large group instruction
Total hand over
hand Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
8. Perform basic Indpendnet Shoping Classroom Fading % of accuracy Multi trial
addition Indirect Banking School store Time delay Total task
verbal Money handling School office Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Budget School Most to least hierarchy # trials checklist
Gestural management vocational Rate
a. Add single digit Model Drill and practice training area Forward chaining
numbers Physical exercises Bank Backward chaining
Restaurant Imitation
b. Add double digit Independent w/ Worksite Manipulation of
numbers without verbal Supermarket environment
carrying Hand on shoulder Department store Massed practice
c. Add double digit digit Hand on upper arm Distributed practice
numbers with Hand on elbow Total task
carrying Hand over lower Multi trial
arm
Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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PROMPTS ACTIVITIES ENVIRONMENT MATERIALS ACHIEVEME EVALUATIO
S NT N
9. Perform basic Independent Money handling Classroom Fading % of accuracy Multi trial
subtraction Indirect Shopping School office Time delay Total task
verbal Banking School store Least to most hierarchy # correct TMR data
Gestural management vocational
a. Subtract single digit Model Drill and practice training area Forward chaining Rate
numbers Physical exercises Bank Backward chaining
b. Subtract double digit Independent w/ Worksite Manipulation of
numbers without verbal Supermarket environment
carrying Hand on shoulder Department store Massed practice
c. Subtract double digit arm Total task
numbers with Hand on elbow Multi trial
carrying Hand over lower
Hand over wrist small group instruction
hand Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT N
10. Perform basic Independent Money Handling Classroom Fading % of accuracy Multi trial
multiplication Indirect Shopping Office Time delay Total task
a. Multiply single digit Model Drill and training area Forward chaining Rate
numbers Physical practice Worksite Backward chaining
exercises Restaurant Imitation
b. Multiply double Independent w/ Bank Manipulation of
digit numbers verbal Supermarket environment
without carrying Hand on Department store Massed practice
c. Multiply double Hand on upper Total task
digit numbers with arm Multi trial
carrying Hand on elbow
Total hand over Computer assisted
hand instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Multiplication table
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S NT N
11. Perform basic Independent Money handling Classroom Fading % of accuracy Multi trial
division Indirect Shopping School office Time delay Total task
a. Divide single digit Model Drill and practice training area Forward chaining # Rate
numbers Physical exercises Worksite Backward chaining
b. Divide double digit Independent w/ Department store Manipulation of
numbers without verbal Bank environment
borrowing Hand on shoulder Supermarket Massed practice
c. Divide double digit arm Total task
numbers with Hand on elbow Multi trial
borrowing Hand over lower
hand Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Measurement Skills
S NT N
1. Demonstrate under- Independent Ordering drink Classroom Fading % of accuracy Multi trial
standing of terms Indirect size in Home economics Time delay TMR data
referring to size verbal restaurant School Least to most hierarchy # correct checklist
Direct verbal Sorting vocational Most to least hierarchy # trials
Subobjectives: Gestural activities training area
Model Selecting Worksite Shaping
a. Identify terms Physical correct size Restaurant Imitation
which refer to Drill and Department store Simulation
relative size (e.g., Independent w/ practice Manipulation of
big/little, small, verbal exercises environment
medium, large) Hand on Massed practice
b. Identify terms Hand on upper Multi trial
which refer to arm Incidental teaching
comparative size Hand on elbow
(e.g., largest/ Hand over lower Large group instruction
smallest) arm Small group instruction
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT N
2. Demonstrate under- Independent Serving food Classroom Fading % of accuracy Multi trial
standing of terms Indirect Stocking shelves Home economics Time delay TMR data
referring to verbal Filling orders room Least to most hierarchy # correct checklist
quantity Direct verbal Drill and Cafeteria Most to least hierarchy # trials
Gestural practice School
Subobjectives: Model exercises vocational Forward chaining
Physical training area Backward chaining
a. Identify terms Worksite Shaping
which refer to Independent w/ Imitation
relative amounts verbal Simulation
(e.g., some, none, Hand on Manipulation of
all; empty, full; shoulder environment
few, many) Hand on upper Massed practice
b. Identify terms Hand on elbow Total task
which refer to Hand over lower Multi trial
comparative arm Incidental teaching
amounts (e.g., Hand over wrist
most, least) Total hand over Large group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT N
3. Demonstrate under- Independent Sorting activities Classroom Fading % of accuracy Multi trial
standing of terms Indirect Sewing Home economics Time delay TMR data
referring to length verbal Woodworking School Least to most hierarchy # correct checklist
or height Direct verbal Assembly vocational Most to least hierarchy # trials
Gestural activities training area
Subobjectives: Model Drill and Worksite Shaping
Physical practice Imitation
a. Identify terms exercises Simulation
which refer to Independent w/ Manipulation of
relative length (e.g., verbal environment
long/short; Hand on Massed practice
tall/short) shoulder Distributed practice
b. Identify terms arm Incidental teaching
which refer to Hand on elbow
comparative length Hand over lower Large group instruction
(e.g., longest/ arm Small group instruction
shortest) Hand over wrist Individual instruction
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT N
4. Use tools to measure Independent Sewing Classroom Fading % of accuracy Multi trial
units of length Indirect Arts and crafts Home economics Time delay Total task
verbal Woodworking room Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Drill and practice Art room Most to least hierarchy # trials checklist
Gestural exercises School
a. Use straight ruler to Model vocational Forward chaining
measure increments Physical training area Backward chaining
under 12" Worksite Imitation
Independent w/ Simulation
b. Use yardstick to verbal Manipulation of
measure increments Hand on shoulder environment
under 36" Hand on upper Massed practice
c. Use tape measure to Hand on elbow Total task
measure lengths Hand over lower Multi trial
over 3 feet arm
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT N
5. Use tools to Indirect Cooking Home economics Time delay accuracy Total task
measure quantity verbal shopping room Least to most hierarchy # correct TMR data
Direct verbal Packaging Nurse's office Most to least hierarchy # trials checklist
Subobjectives: Gestural activities Art room Forward chaining
Model Drill and School Backward chaining
a. Identify measuring Physical practice vocational shaping
cups for units of 1 Independent exercises training area Imitation
cup, 1/2, 1/3 cup w/ verbal Worksite Simulation
and 1/4 cup Hand on Supermarket Manipulation of
b. Identify teaspoon Hand on upper Massed practice
and tablespoon arm Distributed practice
measures Hand on elbow Total task
c. Use scale to lower arm Large group instruction
measure quantities Hand over Small group instruction
of food/materials wrist Individual instruction
Total hand Individual job
d. Use scale to over hand Sign language
measure weight of Naturally occurring
person gestures
Total communication
Materials
color coded measuring
cups
Digital scales
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S NT EVALUATIO
N
6. Use thermometer to Independent Determining Classroom Fading % of accuracy Multi trial
measure temperature Indirect outside Home economics Time delay TMR data
verbal temperature room Least to most hierarchy # correct checklist
Subobjectives: Direct verbal Cooking Nurse's office Most to least hierarchy # trials
Gestural Taking own School yard
a. Read thermometer to Model temperature Worksite Shaping
measure air Physical when ill Imitation
temperature Drill and practice Manipulation of
Independent w/ exercises environment
b. Read thermometer verbal Distributed practice
used in cooking Hand on shoulder Multi trial
c. Use terms to describe arm
temperature (e.g., Hand on elbow Large group instruction
hot, cold, boiling, Hand over lower Small group instruction
etc.) arm Individual instruction
Hand over wrist
gestures
Total communication
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S NT EVALUATIO
N
7. Identify equivalents in Independent Sewing Classroom Fading % of accuracy Multi trial
measure of size, Indirect Weighing produce Home economics Time delay TMR data
quantity, weight verbal Cooking room Least to most hierarchy # correct checklist
Direct verbal Drill and practice Worksite Most to least hierarchy # trials
Subobjectives: Gestural exercises Supermarket
Model Shaping
a. Identify number of Physical Imitation
inches per foot Manipulation of
b. Identify number of verbal Massed practice
feet per yard Hand on shoulder Distributed practice
Hand on upper arm Multi trial
c. Identify number of Hand on elbow
ounces per pound Hand over lower Large group instruction
d. Identify number of Hand over wrist Individual instruction
ounces per cup Total hand over Individual job
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Measurement conversion
table
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Goal Area: Calendar Skills
S NT EVALUATIO
N
1. Name units of time Independent Classroom Classroom Fading % of accuracy Multi trial
which refer to the Indirect scheduling Worksite Time delay TMR data
calendar verbal Planning Least to most hierarchy # correct checklist
Direct verbal special events Most to least hierarchy # trials
Subobjectives: Gestural Learning work
Model schedule Shaping
a. Name days of the Physical Drill and Imitation
week practice Manipulation of
Independent w/ exercises environment
b. Name months of the verbal Massed practice
year Hand on Distributed practice
c. Name seasons of the Hand on upper
year arm Large group instruction
arm
hand gestures
Total communication
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S NT EVALUATIO
N
2. Use calendar terms Independent Classroom Classroom Fading % of accuracy Multi trial
to identify time Indirect scheduling School office Time delay TMR data
verbal Setting date on Worksite Least to most hierarchy # correct checklist
Subobjectives: Direct verbal rubber stamp Most to least hierarchy # trials
Gestural for dating
a. Identify current day, Model incoming mail Shaping
date, month and Physical Setting calendar Imitation
year on wrist watch Manipulation of
Independent w/ Drill and practice environment
b. Identify current verbal exercises Massed practice
season of the year Hand on shoulder Distributed practice
arm
hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
3. Identify personal Independent Completing job Classroom Fading % of accuracy Multi trial
information related Indirect application Worksite Time delay TMR data
to the calendar verbal Opening bank Bank Least to most hierarchy # correct checklist
Direct verbal account Most to least hierarchy # trials
Subobjectives: Gestural Drill and practice
a. Identify age in years Physical Imitation
Simulation
b. Identify month and Independent w/ Manipulation of
day of birthday verbal environment
Hand on upper
Hand over lower individual instruction
arm Individual job
Hand over wrist Job crew
Total hand over Enclave
hand
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
4. Use calendar to Independent Recording Classroom Fading % of accuracy Multi trial
manage Indirect personal Worksite Time delay Total task
appointments/ verbal schedule Least to most hierarchy # correct TMR data
occasions Direct verbal Recording work Most to least hierarchy # trials checklist
Gestural schedule Permanent
Subobjectives: Model Recording Forward chaining product
Physical special Backward chaining
a. Place appointments events/ Imitation
on calendar Independent w/ appointments Simulation
verbal Drill and Manipulation of
b. Identify upcoming Hand on practice environment
holidays by month shoulder exercises Massed practice
and date Hand on upper Distributed practice
arm Total task
Hand over lower
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
5. Identify equivalents Independent Planning work Classroom Fading % of accuracy Multi trial
in measures of time Indirect schedule Worksite Time delay TMR data
verbal Punching time Least to most hierarchy # correct checklist
Subobjectives: Direct verbal card Most to least hierarchy # trials
Gestural Drill and practice
a. Identify number of Model exercises Shaping
days per week Physical Imitation
Manipulation of
b. Identify number of Independent w/ environment
weeks per month verbal Massed practice
c. Identify number of Hand on upper Multi trial
months per year arm
hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Time Skills
S NT EVALUATIO
N
1. Demonstrate under- Independent Planning daily Classroom Fading % of accuracy Multi trial
standing of relative Indirect schedule School Time delay TMR data
descriptors of time vebnal Following work vocational Least to most hierarchy # correct checklist
Direct verbal schedule training area Most to least hierarchy # trials
Subobjectives: Gestural Drill and practice Worksite
a. Identify day/ night; Physical Imitation
morning/afternoon Manipulation of
b. Demonstrate under- verbal Massed practice
standing of Hand on Distributed practice
before/after shoulder Multi trial
c. Demonstrate under- arm
standing of Hand on elbow Large group instruction
now/later Hand over lower Small group instruction
d. Demonstrate under- Hand over wrist Individual job
standing of Total hand over Job crew
short/long time hand Enclave
periods
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
2. Associate routine Independent Carrying out Clasroom Fading % of accuracy Multi trial
events with time Indirect work Various rooms Time delay Total task
verbal assignments within the Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Implementing school Most to least hierarchy # trials checklist
Gestural daily schedule Worksite
a. Identify general Model Drill and Forward chaining
time of day that Physical practice Backward chaining
routine events exercises Imitation
occur (e.g., Independent w/ Simulation
morning, verbal Manipulation of
afternoon) Hand on environment
b. Identify sequence of Hand on upper Distributed practice
routine events arm Total task
c. Identify specific Hand over lower Incidental teaching
time of day that arm
routine events Hand over wrist Large group instruction
occur (e.g., recess, Total hand over Small group instruction
lunch, etc.) hand Individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Picture schedule cards
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S NT EVALUATIO
N
3. Read time on clock Independent Telling time for Across all settings Fading % of accuracy Multi trial
with standard dial Indirect arrival/ Time delay TMR data
verbal departure, Least to most hierarchy # correct checklist
Subobjectives: Gestural transportation, Most to least hierarchy # trials
Model following
a. Read time in Physical school Imitation
increments of the schedule Simulation
hour Independent w/ Drill and practice Manipulation of
verbal exercises environment
b. Read time in Hand on shoulder Massed practice
increments of the Hand on upper Distributed practice
half hour arm Multi trial
c. Read time in Hand over lower
increments of the arm Large group instruction
quarter hour Hand over wrist Small group instruction
d. Read exact time hand Computer assisted
instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
4. Read time on clock Independent Telling time for Across all settings Fading % of accuracy Multi trial
dial Indirect arrival/ Time delay TMR data
verbal departure, Least to most hierarchy # correct checklist
Direct verbal using public Most to least hierarchy # trials
Gestural transportation
Model , following Imitation
Physical school Simulation
schedule Manipulation of
Independent w/ Drill and environment
verbal practice Massed practice
Hand on exercises Distributed practice
Hand on upper
arm Computer assisted
Hand over wrist instruction
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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S NT EVALUATIO
N
5. Set time Independent Cooking Classroom Fading % of accuracy Multi trial
Indirect Setting alarm to Home economics Time delay Total task
Subobjectives: verbal wake up in the room Least to most hierarchy # correct TMR data
Direct verbal morning Most to least hierarchy # trials checklist
a. Set alarm for specific Gestural Drill and practice
time Model exercises Forward chaining #
b. Set timer Imitation
aim
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dial settings

for timer
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S NT EVALUATIO
N
6. Use time telling to Independent Using public Classroom Fading % of accuracy Multi trial
schedule arrival/ Indirect transportation Various rooms Time delay Total task
departure verbal Arriving to work within school Least to most hierarchy # correct TMR data
Direct verbal on time Worksite Most to least hierarchy # trials checklist
Subobjectives: Gestural Going to Community
Model recreational recreation sites Imitation
a. Arrive/depart Physical events Simulation
routine events on Independent w/ Manipulation of
time verbal environment
b. Arrive at specific shoulder Distributed practice
events/appointment Hand on upper Total task
s on time arm Multi trial
Hand on elbow
hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Money Handling Skills
S NT EVALUATIO
N
1. Identify coins and Independent Shopping Classroom Fading % of accuracy Multi trial
bills Indirect Banking Cafeteria Time delay Total task
verbal Purchasing food Bank Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Using phone Restaurant Most to least hierarchy # trials checklist
Gestural Using vending Laundromat
a. Match like coins Model machines Supermarket Imitation
Physical Using laundromat Department store Manipulation of
b. Verbally label coins Drill and practice Vending machine environment
and bills Independent w/ exercises area Massed practice
c. Select coin from verbal Distributed practice
group of assorted Hand on shoulder Total task
coins Hand on upper Multi trial
arm
arm individual instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:

Money cue cards
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S NT EVALUATIO
N
2. Use money to make Independent Shopping Classroom Fading % of accuracy Multi trial
purchases Indirect Purchasing food Cafeteria Time delay Total task
verbal Using vending Vending machine Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal machines, area Most to least hierarchy # trials checklist
Gestural phones Laundromat
a. Locate money in Model Using Restaurant Forward chaining
wallet Physical laundromat Supermarket Backward chaining
Drill and Department store Imitation
b. Exchange money Independent w/ practice simulation
with cashier/clerk verbal exercises Manipulation of
Hand on environment
c. Store change in shoulder Massed practice
wallet Hand on upper Distributed practice
arm Total task
d. Limit purchases Hand on elbow Multi trial
available funds to Hand over
hand
Sign language
Naturally occurring
gestures
Total communication
"Next dollar" strategy
Materials:

calculator
Money cue cards
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S NT EVALUATIO
N
3. Calculate money Independent Shopping Classroom Fading % of accuracy Total task
needed for purchase Indirect Using vending Cafeteria Time delay Multi trial
verbal machines Laundromat Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Using laundromat Restaurant Most to least hierarchy # trials checklist
Gestural Purchasing food Department store
a. Identify cost of items Model Drill and practice Vending machine Forward chaining
by price tag Physical exercises area Backward chaining
Imitation
b. Identify cost of item Independent w/ Simulation
by sign on verbal Manipulation of
display/shelf Hand on shoulder environment
c. Use "next dollar up" arm Distributed practice
strategy to estimate Hand on elbow Total task
cost Hand over lower Multi trial
arm
d. Add prices of several Hand over wrist Large group instruction
items to determine Total hand over Small group instruction
cost hand individual instruction
e. Calculate change due Sign language

Naturally occurring
gestures
Total communication
"Next dollar" strategy
Materials:

Calculator
Money cue cards
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S NT EVALUATIO
N
4. Count money independent Shopping Classroom Fading % of accuracy Multi trial
Indirect Using vending Cafeteria Time delay Total task
Subobjectives: verbal machines Vending machine Least to most hierarchy # correct TMR data
Direct verbal Using area Most to least hierarchy # trials checklist
a. Count coin Gestural laundromat Laundromat
combinations under Model Purchasing food Restaurant Forward chaining
$1.00 Physical Drill and Department store Backward chaining
practice Supermarket Imitation
b. Count coin Independent w/ exercises Simulation
combinations over verbal Manipulation of
$ 1.00 Hand on environment
c. Count out amount Hand on upper Distributed practice
of money requested arm Total task
verbally Hand on elbow Multi trial
Hand over lower
d. Count out amount arm Large group instruction
of money indicated Hand over wrist Small group instruction
in writing Total hand over Individual instruction
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Money cue cards

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S NT EVALUATIO
N
5. Demonstrate Independent Shopping Classroom Fading % of accuracy Multi trial
understanding of Indirect Using vending Cafeteria Time delay Total task
money equivalence verbal machines Vending machine Least to most hierarchy # correct TMR data
Direct verbal Using laundromat area Most to least hierarchy # trials checklist
Subobjectives: Gestural Purchasing food Laundromat
Model Drill and practice Restaurant Forward chaining
a. Select coin Physical exercises Department store Backward chaining
equivalents in Supermarket Imitation
denominations Independent w/ Simulation
totaling .25 and less verbal Manipulation of
b. Select coin Hand on upper arm Massed practice
equivalents in Hand on elbow Distributed practice
denominations Hand over lower Total task
totaling .50 and less arm Multi trial
Hand over wrist
c,. Select coin Total hand over Large group instruction
equivalents in hand Small group instruction
denominations Individual instruction
totaling $1.00 and
less Sign language
Naturally occurring
d. Select coin/bill gestures
equivalents in Total communication
denominations
totaling $10.00 and Materials:
less
Money cue cards
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S NT EVALUATIO
N
6. Use bank facilities Independent Deposit/Withdra Bank Fading % of accuracy Multi trial
Indirect w funds Automatic teller Time delay Total task
Subobjectives: verbal machines in Least to most hierarchy # correct TMR data
Direct verbal community Most to least hierarchy # trials checklist
a. Cash check Gestural
Model Forward chaining
b. Make deposits/ Physical Backward chaining
withdrawals Imitation
c. Use automatic teller verbal Manipulation of
machine Hand on environment
arm Total task
Hand en elbow Multi trial
Hand over lower
hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Money cue cards

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S NT EVALUATIO
N
7. Write check Independent Paying bills Classroom Fading % of accuracy Multi trial
Indirect Ordering Department store Time delay TMR data
verbal merchandise Bank Least to most hierarchy # correct checklist
Direct verbal Paying for Most to least hierarchy # trials
Gestural purchases
Model Drill and practice Forward chaining #
Physical exercises Backward chaining
Shaping
Independent w/ Imitation
verbal Simulation
arm Massed practice
arm Multi trial
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Telephone Skills
S NT EVALUATIO
N
1. Dial phone number Independent Calling emergency Classroom Fading % of accuracy Multi trial
Indirect numbers School office Time delay Total task
Subobjectives: verbal Social calls Hall telephone Least to most hierarchy # correct TMR data
Direct verbal Calling for job Telephones in Most to least hierarchy # trials checklist
a. Match numbers on Gestural interview community
dial to numbers listed Model Ordering by phone Forward chaining
on card Physical Calling for Backward chaining
information Shaping
b. Dial number that is Independent w/ Drill and practice Imitation
presented verbally verbal exercises Manipulation of
arm Simulation
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dial overlay

Picture directory
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S NT EVALUATIO
N
2. Operate telephone Independent Calling emergency Classroom Fading % of accuracy Multi trial
a. Operate dial phone Gestural interview community
Model Ordering by phone Forward chaining #
b. Operate pushtone Physical Calling for Backward chaining
phone information Shaping
Independent w/ Drill and practice Imitation
verbal exercises Manipulation of
Hand on upper arm Massed practice
arm Total task
Hand over wrist Simulation
Total hand over
hand Large group instruction
Sign language
Naturally occurring
gestures
Total communication
Materials:

Picture directory
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S NT EVALUATIO
N
3. Remember/locate Independent Calling Classroom Fading % of accuracy Multi trial
important phone Indirect emergency School office Time delay Total task
numbers verbal numbers Hall telephone Least to most hierarchy # correct TMR data
Direct verbal Social calls Telephone in Most to least hierarchy # trials checklist
Gestural Calling for job community
Model interview Forward chaining
Physical Ordering by Backward chaining
phone Shaping
Independent w/ Calling for Imitation
verbal information Manipulation of
Hand on Drill and environment
shoulder practice Massed practice
Hand on upper exercises Distributed practice
arm Multi trial
Hand over lower Simulation
arm
Sign language
Naturally occurring
gestures
Total communication
Materials:

Picture directory
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S NT EVALUATIO
N
4. Operate pay phone Independent Calling emergency Classroom Fading % of accuracy Multi trial
a. Pay with coins Gestural interview community
Model Ordering by phone Forward chaining #
b. Pay with credit card Physical Calling for Backward chaining
information Shaping
Independent Drill and practice Imitation
w/verbal exercises Manipulation of
Hand on upper arm Massed practice
arm Simulation
Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
Materials:

Picture directory
Coin board
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S NT EVALUATIO
N
5. Use appropriate Independent Calling Classroom Fading % of accuracy Multi trial
telephone etiquette Indirect emergency School office Time delay Total task
verbal numbers Hall telephone Least to most hierarchy # correct TMR data
Subobjectives: Direct verbal Social calls Telephones in Most to least hierarchy # trials checklist
Gestural Calling for job community
a. Initiate conversation Model interview Forward chaining
appropriately Physical Ordering by Backward chaining
phone Shaping
b. Speak with Independent w/ Calling for Imitation
appropriate volume verbal information Manipulation of
and speed Hand on Drill and environment
shoulder practice Massed practice
c. Take messages Hand on upper exercises Distributed practice
arm Multi trial
d. Terminate Hand on elbow Total task
conversation Hand over lower Simulation
appropriately arm
Sign language
Naturally occurring
gestures
Total communication
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Functional Academics: Related References and Resources
Browder, D.M., Hines, C., McCarthy L.J., & Fees, J. (1984). A treatment
package for increasing sight word recognition for use in daily living
skills. Education and Training of the Mentally Retarded, 19, 191-200.
Browder, D.L., Snell, M.E., & Wildonger, B.A. (1988). Simulation and
community-based instruction of vending machines with time delay.
Calhoun, M.L. (1985). Typing contrasted with handwriting in language arts

instruction for moderately mentally retarded students. Education and
Training of the Mentally Retarded, 20, 48-52.
Dechant, E. V. (1970). Improving the teaching of reading. Englewood Cliffs,

NJ: Prentice-Hall, Inc.
Gast, D.L., Ault, M.J., Wolery, M., Doyle, P.M., & Belanger, S. (1988).
Comparison of constant time delay and the system of least prompts in
teaching sight word reading to students with moderate retardation.
Grenot-Scheyer, M., & Falvey, M. A. (1986). Functional academic skills. In M.

Falvey, Community-based curriculum. Instructional strategies for
students with severe handicaps (pp. 187-214). Baltimore: Paul H.
Brookes.
Horner, R. H., Williams, J. A., & Steveley, J. D. (1987). Acquisition of

generalized telephone use by students with moderate and severe mental
retardation. Research in Developmental Disabilities, 8, 229-247.
Kapadia, S., & Fantuzzo, J.W. (1988). Training children with developmental
disabilities and severe behavior problems to use self-management
procedures to sustain attention to preacademic/academic tasks. Education
and Training in Mental Retardation, 23, 59-69.
Nietupski, J., Clancy, P., & Christian, C. (1984). Acquisition, maintenance

and generalization of vending machine purchasing skills by moderately
handicapped students. Education and Training of the Mentally Retarded,
19, 91-96.
Shapiro, E. S., Browder, D. M., & D’Huyvetters, K. K. (1984). Increasing

academic productivity of severely multi-handicapped children with
self-management: Indiosyncratic effects. Analysis and Intervention in
Smeets, P. M., Van Lieshout, R. W., Lancioni, G. E., & Striefel, S. (1986).
Teaching mentally retarded students to tell time. Analysis and
Intervention in Developmental Disabilities, 6, 221-238.
734817.1 8/15/07
Smeets, P. M., & Kleinloog, D. (1980). Teaching retarded women to use an
experimental pocket calculator for making financial transactions.
Behavior Research of Severe Developmental Disabilities, 1, 1-20.
VOCATIONAL
SKILLS
734817.1 8/15/07
Domain: Vocational Skills Secondary
Goal Area: Job Search Skills
MATERIALS ACHIEVEMENT OF
EVALUATIO
N
PROMPTS ACTIVITIES ENVIRONMEN
TS
1. Complete Independent Seeking Classroom Fading % of accuracy Multi trial
employment Indirect employment School Time delay Total task
application verbal Job interview vocational Least to most hierarchy TMR data
Direct verbal training area Most to least hierarchy # correct checklist
Gestural Personnel office # trials Permanent
Subobjectives: Model At various Forward chaining product
a. Enter personal Physical Worksites Imitation
information Simulation
b. Enter job Independent Manipulation of
training/work w/ verbal environment
history Hand on shoulder Massed practice
c. Enter names of Hand on elbow Multi trial
references Hand over lower arm
Total hand over hand Individual instruction
Sign language
Naturally occurring
gestures
Total communication
Materials:
Various job applications

Simplified version of
Applications
Personal information cue
cards
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EVALUATIO
N
TS
2. Participant in job Independent Indirect Job interview Classroom Fading % of accuracy Total task
interview verbal School Time delay TMR data
Direct verbal vocational Least to most hierarchy checklist
Gestural training area Most to least hierarchy # correct
Subobjectives: Model Personnel office # trials
a. Describe job Physical at various Shaping
training/work worksites Imitation
history Independent w/ verbal Simulation
b. Identify Hand on upper arm environment
references Hand on elbow Massed practice
Hand over lower arm Total task
c. Identify hours of Hand over wrist Multi trial
availability Total hand over hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
Video/audio tape of a
model
interview
Video/audio tape of
simulated
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EVALUATIO
N
TS
interview, for evaluation
of
student's performance
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EVALUATIO
N
TS
3. Identify sources Independent Seeking Classroom Fading % of accuracy Multi trial
for job Indirect verbal employment School Time delay Total task
opportunities Direct verbal vocational Least to most hierarchy TMR data
Gestural training area Most to least hierarchy # correct checklist
Model Library # trials
Subobjectives: Physical Various Forward chaining
worksites Backward chaining
a. Read help Independent w/ Employment Shaping Rate of
wanted ad verbal placement Imitation performance
Hand on shoulder office Simulation
b. Read listings on Hand on upper arm Manipulation of
bulletin board Hand on elbow environment
Hand over lower arm Massed practice
c. Consult with job Hand over wrist Total task
placement Total hand over hand Multi trial
counselor
small group instruction
Sign language
Naturally occurring
gestures
Total communication
Materials:
"Highlighted" classified
ads
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EVALUATIO
N
TS
Abbreviation prompt
sheet
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Goal Area: Work Habits
EVALUATIO
N
TS
1. Demonstrate safe Independent Performing routine Classroom Fading % of accuracy Multi trial
work practices Indirect verbal work School store Time delay Total task
Direct verbal responsibilities School Least to most hierarchy # correct TMR data
Gestural vocational Most to least hierarchy # trials checklist
Subobjectives: Model training area
Physical Office/clerical Imitation
a. Identity potential worksite Simulation
hazards in Independent w/ verbal Print shop work- Manipulation of
worksite Hand on shoulder site environment
Hand on upper arm Warehouse work- Massed practice
b. Identify fire exit Hand on elbow site Distributed practice
Hand over lower arm Car wash worksite Total task
c. Wear required Hand over wrist Auto repair Multi trial
safety Total hand over hand worksite
equipment Assembly/packagi Large group instruction
(shoes, helmet, ng Small group instruction
goggles, etc.) worksite Individual instruction
Manufacturing Individual job
d. Identify wet floors worksite Job crew
Building services Enclave
work-site
Fast food Sign language
restaurant Naturally occurring
worksite gestures
Cafeteria/kitchen Total communication
work-site
Horticultural
worksite Materials:
Hospital work-site
Laundry worksite Picture cards
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EVALUATIO
N
TS
Supermarket Survival word cards
worksite
Department store/
worksite
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EVALUATIO
N
TS
2. Exhibit positive Independent Performing routine Classroom Fading % of accuracy Multi trial
attitude at work Indirect verbal work School store Time delay Total task
Gestural vocational Most to least hierarchy # trials checklist
Subobjectives: Model training area
a. Accept work worksite Simulation
assignments Independent w/ verbal Print shop Manipulation of
without Hand on shoulder worksite environment
argument Hand on upper arm Car wash worksite Massed practice
Hand on elbow Auto repair Distributed practice
b. Offer help when Hand over lower arm worksite Total task
needed Hand over wrist Assembly/packagi Multi trial
Total hand over hand ng Incidental teaching
c. Interact worksite
appropriately Manufacturing Small group instruction
with co-workers worksite Individual instruction
Building services Individual job
worksite Job crew
Fast food Enclave
restaurant
worksite Sign language
Cafeteria/kitchen Naturally occurring
work-site gestures
Horticultural Total communication
worksite
Hospital worksite
Laundry worksite
Supermarket
worksite
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EVALUATIO
N
TS
Department store
/stockroom
worksite
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EVALUATIO
N
TS
3. Correct work Independent Performing routine Classroom Fading % of accuracy Multi trial
which does not Indirect verbal work School store Time delay Total task
meet Direct verbal responsibilities School Least to most hierarchy # correct TMR data
performance Gestural vocational Most to least hierarchy # trials checklist
standards Model worksite
worksite Simulation
Subobjectives: Independent w/ verbal Print shop work- Manipulation of
Hand on shoulder site environment
a. Respond to Hand on upper arm Warehouse work- Massed practice
corrective feed- Hand on elbow site Distributed practice
back Hand over lower arm Car wash work- Total task
Hand over wrist site Multi trial
b. Identify work/ Total hand over hand Auto repair Incidental teaching
product which is worksite
deficient Assembly/packagi Small group instruction
ng Individual instruction
worksite Individual job
Manufacturing Job crew
worksite Enclave
Building services
Fast food Naturally occurring
restaurant gestures
worksite Total communication
Cafeteria/kitchen
worksite
Horticultural
worksite
Hospital worksite
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EVALUATIO
N
TS
Laundry worksite
Supermarket
worksite
Department store
/worksite
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EVALUATIO
N
TS
4. Work Independent Performing routine Classroom Fading % of Multi trial
independently Indirect work School store Time delay accuracy Total task
verbal responsibilities School. Least to most hierarchy correct TMR data
Direct verbal vocational Most to least hierarchy # trials checklist
Subobjectives: Gestural training area # Rate of Permanent
Model Office/clerical Shaping performance product
a. Work at acceptable Physical worksite Imitation measurement
rate Print shop manipulation of
Independent worksite environment
b. Work at w/ verbal Warehouse Distributed practice
acceptable level Hand on worksite Total task
of accuracy shoulder Car wash Multi trial
Hand on upper worksite Small group instruction
arm Auto repair Individual instruction
Hand on elbow worksite Individual job
Hand over Assembly/pack- Job crew
lower arm aging worksite Enclave
Hand over Manufacturing Sign language
wrist worksitc Naturally occurring
Total hand Building gestures
over hand services Total communication
worksite Materials:
Fast food Self monitoring check-
restaurant list
worksite Picture schedules
Cafeteria/ Recorded prompts/
kitchen portable tape
worksite recorder
Horticultural
worksite
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EVALUATIO
N
TS
Hospital
worksite
Laundry worksite
Supermarket
worksite
Department store
/stockroom
worksite
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EVALUATIO
N
TS
5. Follow directions Independent Performing routine Classroom Fading % accuracy Multi trial
of supervisor Indirect verbal work School store Time delay Total task
Gestural vocational Most to least hierarchy # # trials checklist
Subobjectives: Model training area Response
Physical Office/clerical Imitation # of minutes latency
a. Perform assigned worksite Simulation #
task Independent w/ Print shop Manipulation of
verbal worksite environment
b. Respond to Hand on shoulder Warehouse Massed practice
contact Hand on upper arm worksite Distributed practice
/correction of Hand on elbow Car wash Total task
supervisor Hand over lower arm worksite Multi trial
Hand over wrist Auto repair Incidental teaching
c. Initiate contact Total hand over hand worksite
with Assembly/packag Small group instruction
supervisor ing Individual instruction
when help is worksite Individual job
needed Manufacturing Job crew
worksite Enclave
d. Initiate contact Building services
with worksite Sign language
supervisor Fast food Naturally occurring
when supplies restaurant gestures
are needed worksite Total communication
Cafeteria/kitchen
worksite
Horticultural
worksite
Hospital worksite
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EVALUATIO
N
TS
Laundry worksite
Supermarket
worksite
Department store/
stockroom
worksite
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EVALUATIO
N
TS
6. Complete Independent Performing routine Classroom Fading % of accuracy Multi trial
assigned tasks Indirect verbal work School store Time delay Total task
within Direct verbal responsibilities School Least to most hierarchy # correct TMR data
specified time Gestural vocational Most to least hierarchy # trials checklist
Model training area Duration
Physical Office/clerical Forward chaining recording
worksite Backward chaining # of minutes
Independent w/ Print shop Shaping
verbal worksite Imitation
Hand on shoulder Warehouse Manipulation of
Hand on upper arm worksite environment
Hand on elbow Car wash Distributed practice
Hand over lower arm worksite Total task
Hand over wrist Auto repair Multi trial
Total hand over hand worksite
Assembly/packag Small group instruction
ing Individual instruction
worksite Enclave
Building services
Fast food Naturally occurring
restaurant gestures
Cafeteria/kitchen
worksite
Horticultural
worksite
Hospital worksite
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EVALUATIO
N
TS
Laundry worksite
Supermarket
worksite
Department store/
stockroom
worksite
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EVALUATIO
N
TS
7. Attend work Independent Performing routine Classroom Fading % of accuracy Multi trial
regularly Indirect verbal work School Store Time delay TMR data
Direct verbal responsibilities School Least to most hierarchy # correct checklist
Gestural vocational Most to least hierarchy # trials Permanent
Subobjectives: Model training area product
Physical Office/clerical Shaping measurement
a. Identify work days worksite Imitation (time card)
for upcoming Independent w/ verbal Print shop worksite Manipulation of
week Hand on shoulder Warehouse environment
Hand on upper arm worksite Distributed practice
b. Identify work Hand on elbow Car wash worksite Multi trial
hours for Hand over lower arm Auto repair
upcoming week Hand over wrist worksite Large group instruction
Total hand over hand Assembly/packagi Small group instruction
ng Individual instruction
worksite Individual job crew
Manufacturing Enclave
worksite
Building services Sign language
worksite Naturally occurring
Fast food gestures
restaurant Total communication
worksite
Cafeteria/kitchen
worksite Materials:
Horticultural Calendar with schedule
worksite marked
Hospital worksite
Laundry worksite
Supermarket
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EVALUATIO
N
TS
worksite
Department store/
stockroom
worksite
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EVALUATIO
N
TS
8. Manage time on Independent Performing Classroom Fading % of accuracy Multi trial
the job Indirect verbal routine School store Time delay Total task
Direct verbal work School Least to most hierarchy # correct TMR data
Gestural responsibilities vocational Most to least hierarchy # trials checklist
Subobjectives: Model training area Duration
Physical Office/clerical Shaping recording
a. Arrive to work worksite Imitation # of minutes
on time Independent w/ Print shop Manipulation of
verbal worksite environment
b. Use time clock Hand on shoulder Warehouse Distributed practice
Hand on upper arm worksite Total task
c. Take breaks Hand on elbow Car wash Multi trial
during Hand over lower arm worksite
designated Hand over wrist Auto repair Small group instruction
times Total hand over hand worksite Individual instruction
Assembly/packag Individual job
ing Job crew
worksite Enclave
Manufacturing
Building services Naturally occurring
worksite gestures
Fast food Total communication
restaurant
worksite
Cafeteria/kitchen
worksite
Horticultural
worksite
Hospital worksite
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EVALUATIO
N
TS
Laundry worksite
Supermarket
worksite
Department store/
stockroom
worksite
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Goal Area: Job Related Behavior
EVALUATIO
N
TS
1. Use break time Independent Free time Break area/lounge Fading % of accuracy Multi trial
appropriately Indirect verbal of Time delay Total task
Direct verbal worksites Least to most hierarchy # correct TMR data
Physical Imitation
a. Purchase snack Manipulation of
from vending Independent w/ verbal environment
machine Hand on shoulder Distributed practice
b. Drink coffee/soda Hand on elbow Multi trial
with co-workers Hand over lower arm
Total hand over hand Small group instruction
Sign language
Naturally occurring
gestures
(See Interpersonal Total communication
Communication and
Social Skills for Materials:
additional
socialization Cue cards with coin
objectives) combinations needed for
vending machine
Coin "funnel"
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EVALUATIO
N
TS
2. Store personal Independent Arrival/departure Worksite locker Fading % of accuracy Multi trial
belongings Indirect verbal to/ room/cloak-room Time delay Total task
Direct verbal from work Least to most hierarchy TMR data
a. Use locker for Backward chaining
outer wear Independent w/ verbal Imitation
b. Store lunch in Hand on upper arm environment
refrigerator Hand on elbow Distributed practice
Total hand over hand
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
3. Groom Independent Preparation for Classroom Fading % accuracy Total task
appropriately Indirect verbal work Bathroom Time delay TMR data
for work Direct verbal School Least to most hierarchy checklist
Gestural vocational Most to least hierarchy # correct Event recording
Model training area # trials
Subobjectives: Physical Worksites Shaping
Imitation
a. Wear clean Independent w/ verbal Manipulation of Frequency
clothing Hand on shoulder environment
b. Demonstrate Hand on elbow Total task
appropriate Hand over lower arm Small group instruction
hygiene Hand over wrist Individual instruction
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
4. Dress Independent Preparation for Classroom Fading % of accuracy Multi trial
appropriately Indirect verbal work Worksites Time delay Total task
for work Direct verbal vocational Least to most hierarchy TMR data
Model # trials Event
Subobjectives: Physical Imitation recording
Simulation
a. Wear required Independent w/ Manipulation of Frequency
clothing/unifo verbal environment
rm Hand on shoulder Massed practice
b. Wear required Hand on elbow Total task
safety Hand over lower arm Multi trial
equipment Hand over wrist
Sign language
Naturally occurring
gestures
Total communication
(See Personal
Maintenance
for additional
dressing
objectives)
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EVALUATIO
N
TS
5. Manage wages Independent Cashing paycheck Bank Fading % of accuracy Multi trial
Indirect verbal Banking Time delay Total task
Model # trials
a. Store paycheck Physical Imitation
until it is cashed Simulation
Independent w/ verbal Manipulation of
b. Cash paycheck at Hand on shoulder environment
bank Hand on upper arm Massed practice
c. Deposit portion of Hand over lower arm Total task
wages in Hand over wrist Multi trial
savings account Total hand over hand
Sign language
Naturally occurring
gestures
Total communication
(See Functional
Academics
for additional
money
handling skills)
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EVALUATIO
N
TS
6. Travel to and Independent Walking to work Streets Fading % of accuracy Multi trial
from work Indirect verbal Travel training Public Time delay Total task
Direct verbal Traveling to transportat Least to most hierarchy TMR data
Gestural using public ion Most to least hierarchy # correct checklist
Subobjectives: Model transportation # trials
a. Identify route to Backward chaining
work Independent w/ verbal Shaping
Hand on shoulder Imitation
b. Travel to work on Hand on upper arm Simulation
public Hand on elbow Manipulation of
transportation Hand over lower arm environment
Hand over wrist Massed practice
c. Travel to work on Total hand over hand Distributed practice
foot Total task
Multi trial

Sign language
Naturally occurring
gestures
Total communication
Materials:
Map with "highlighted"

route
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EVALUATIO
N
TS
Cue cards
Taped instructions
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Goal Area: Housekeeping & Janitorial Skills
EVALUATIO
N
TS
1. Empty trash Independent Custodial work Classroom Fading % of accuracy Multi trial
Indirect verbal School store Time delay Total task
Direct verbal School Least to most hierarchy TMR data
Subobjectives: Gestural vocational Most to least hierarchy # correct checklist
Physical training area # trials Permanent
a. Put trash in bag Office/clerical Forward chaining product
Independent w/ worksite Backward chaining measurement
b. Put liner in waste verbal Print shop Imitation
basket Hand on shoulder worksite Manipulation of
Hand on upper arm Assembly/packag environment
c. Carry to Hand on elbow ing Distributed practice
dumpster Hand over lower arm worksite Total task
Hand over wrist Manufacturing Multi trial
Building services Small group instruction
worksite Individual instruction
Fast food Individual job
restaurant Job crew
worksite
Cafeteria/ Sign language
kitchen Naturally occurring
worksite gestures
Horticultural Total communication
worksite
Hospital worksite
Laundry worksite
Supermarket
worksite
Department
store/
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EVALUATIO
N
TS
stockroom
worksite
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EVALUATIO
N
TS
2. Clean furniture Independent Housekeeping work Classroom Fading % accuracy Multi trial
surfaces Indirect verbal Custodial work School store Time delay Total task
Direct verbal Cleaning store School Least to most hierarchy TMR data
Gestural display vocational Most to least hierarchy # correct checklist
Subobjectives: Model shelves/counters training area # trials Permanent
Physical Office/clerical Forward chaining product
a. Dust furniture worksite Backward chaining measurement
Independent w/ verbal Building services Shaping
b. Wax/polish Hand on shoulder worksite Imitation
furniture` Hand on upper arm Fast food Manipulation of
Hand on elbow restaurant environment
Hand over lower arm worksite Massed practice
Hand over wrist Cafeteria/kitchen Distributed practice
Total hand over hand worksite Total task
Hospital worksite Multi trial
Supermarket
worksite Large group instruction
Department store/ Small group instruction
stockroom Individual instruction
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
3. Clean floors Independent Custodial work Classroom Fading % of accuracy Multi trial
Indirect verbal Housekeeping School store Time delay Total task
Direct verbal work School Least to most hierarchy TMR data
Physical training area # trials
a. Sweep floors Office/clerical Forward chaining
Independent w/ worksite Backward chaining
b. Mop floors verbal Print shop Imitation
Hand on shoulder worksite Manipulation of
c. Vacuum floors Hand on upper arm Warehouse environment
Hand on elbow worksite Distributed practice
d. Wax and polish Hand over lower Auto repair Total task
floors arm worksite Multi trial
Hand over wrist Assembly/packa
Total hand over g- Small group instruction
hand ing worksite Individual instruction
Manufacturing Individual job
worksite Job crew
Building services Enclave
worksite
Fast food Sign language
restaurant Naturally occurring
worksite gestures
Cafeteria/kitchen Total communication
worksite
Horticultural
worksite
Supermarket
worksite
Department
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EVALUATIO
N
TS
store/
stockroom
worksite
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EVALUATIO
N
TS
4. Shampoo carpet Independent Custodial work Classroom Fading % accuracy Multi trial
Indirect verbal Housekeeping School store Time delay Total task
Direct verbal work School Least to most hierarchy TMR data
a. Use spray Physical Office/clerical Forward chaining
shampoo and worksite Backward chaining
then vacuum Independent w/ verbal Building services Imitation
b. Use commercial Hand on upper arm Hospital worksite environment
shampoo Hand on elbow Department store Distributed practice
machine Hand over lower arm worksite Total task
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
5. Clean windows Independent Housekeeping work Classroom Fading % accuracy Multi trial
Indirect verbal Custodial work School store Time delay Total task
a. Use spray cleaner Physical Office/clerical Forward chaining
worksite Backward chaining
b. Use squeegee Independent w/ verbal Building services Imitation
c. Use ladder safely Hand on upper arm Fast food environment
Hand on elbow restaurant Distributed practice
Hand over wrist Cafeteria/kitchen Multi trial
Horticultural Small group instruction
Hospital worksite Individual job
Supermarket Job crew
worksite Enclave
Department store
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
6. Change bed Independent Housekeeping Building services Fading % accuracy Multi trial
linens Indirect verbal work worksite Time delay Total task
Direct verbal Custodial work Home economics Least to most hierarchy TMR data
Gestural Hospital work room Most to least hierarchy # correct checklist
Subobjectives: Model Hospital worksite # trials
a. Strip beds Backward chaining
Independent w/ Imitation
b. Locate clean verbal Manipulation of
linens Hand on shoulder environment
c. Place dirty linens Hand on elbow Total task
in laundry bag Hand over lower arm Multi trial
Hand over wrist
d. Make bed Total hand over hand Small group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
7. Clean bathroom Independent Custodial work Classroom Fading % of accuracy Multi trial
Indirect verbal Housekeeping School Time delay Total task
Direct verbal work vocational Least to most hierarchy TMR data
Subobjectives: Gestural training area Most to least hierarchy # correct checklist
Model Building # trials
a. Clean tub Physical services Forward chaining
b. Clean and Independent w/ verbal Fast food Imitation
disinfect toilet Hand on shoulder restaurant Manipulation of
c. Clean sink Hand on elbow Cafeteria/kitchen Distributed practice
Hand over wrist Hospital worksite Multi trial
Total hand over hand Supermarket
worksite Small group instruction
Bathroom Individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Picture cards depicting

tasks
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EVALUATIO
N
TS
8. Replenish soap, Independent Replenishing Classroom Fading % of accuracy Multi trial
towels, tissues Indirect verbal supplies School Time delay Total task
Direct verbal vocational Least to most hierarchy TMR data
Gestural training area Most to least hierarchy checklist
Model Building services # correct Permanent
Physical worksite Forward chaining # trials product
Fast food Backward chaining measurement
Independent w/ restaurant Imitation
verbal worksite Manipulation of
Hand on shoulder Cafeteria/kitchen environment
Hand on elbow Hospital Total task
Hand over lower worksite Multi trial
arm Supermarket
Hand over wrist worksite Small group instruction
Total hand over Bathroom Individual instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
9. Wash and sterilize Independent Clean hospital Classroom Fading % accuracy Multi trial
equipment Indirect verbal items School Time delay Total task
Direct verbal Clean food service vocational Least to most hierarchy TMR data
Gestural items training area Most to least hierarchy checklist
Model Fast food # correct Permanent
Physical restaurant Forward chaining # trials product
worksite Backward chaining measurement
Independent w/ verbal Cafeteria/kitchen Imitation
Hand on upper arm Hospital worksite environment
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
10. Empty bed pans Independent Hospital work Hospital worksite Fading % of accuracy Multi trial
Indirect verbal Time delay Total task
Model # trials
Backward chaining
Independent w/ verbal Imitation
Hand over lower arm Distributed practice
Hand over wrist Total task
Total hand over hand Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Manipulative, Assembly and Packaging Skills
EVALUATIO
N
TS
1. Wrap packages Independent Packaging Classroom Fading % of accuracy Multi trial
Indirect verbal products School store Time delay Total task
Direct verbal for delivery School Least to most hierarchy TMR data
Subobjectives: Gestural Packaging vocational Most to least hierarchy # correct checklist
Model Seal products training area # trials Permanent
a. Seal with tape Physical after assembly Officer/clerical Forward chaining product
Independent w/ Print shop Imitation Rate of
verbal worksite Manipulation of performance
Hand on shoulder Assembly/pack- environment
Hand on upper arm aging worksite Massed practice
Hand on elbow Manufacturing Distributed practice
Hand over lower worksite Total task
arm Laundry Multi trial
Hand over wrist worksite
Total hand over Department Small group instruction
hand store/ Individual instruction
stockroom Individual job
worksite Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
2. Seal packages Independent Seal food School Fading % of accuracy Multi trial
Indirect verbal packages Vocational Time delay Total task
Direct verbal Seal packages of training area Least to most hierarchy TMR data
Subobjectives: Gestural sterilized Print shop Most to least hierarchy # correct checklist
Model equipment worksite # trials Permanent
a. Use heat sealer Physical Seal packages Assembly/pack- Forward chaining product
after aging worksite Backward chaining measurement
b. Use shrink Independent w/ filling order Manufacturing Imitation
tunnel verbal Worksite Manipulation of
Hand on shoulder Hospital environment
c. Secure packages Hand on upper arm worksite Massed practice
with tape Hand on elbow Supermarket Distributed practice
Hand over lower Worksite Total task
d. Secure packages arm Multi trial
with string Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
3. Package Independent Package groceries Classroom Fading % of accuracy Multi trial
materials into Indirect verbal after checkout School store Time delay Total task
bags Direct verbal Package School Least to most hierarchy TMR data
Gestural restaurant Vocational Most to least hierarchy # correct checklist
Model take-out order training area # trials Permanent
Subobjectives: Physical Print shop Forward chaining product
Worksite Backward chaining measurement
a. Package Independent w/ Assembly/pack- Imitation
materials verbal aging worksite Manipulation of
when all Hand on shoulder Supermarket environment
packages have Hand on upper arm Worksite Massed practice
identical Hand on elbow Department Distributed practice
contents Hand over lower store/ Total task
arm stockroom Multi trial
b. Fill package to Hand over wrist worksite
individual Total hand over Manufacturing Small group instruction
specification hand Worksite Individual instruction
Fast food Individual job
Restaurant Job crew
Worksite Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
4. Assemble Independent Assembly line tasks Classroom Fading % of accuracy Multi trial
Indirect verbal School Time delay Total task
Direct verbal Vocational Least to most hierarchy TMR data
Model Assembly/pack- # trials Permanent
a. Follow diagram to Physical aging worksite Forward chaining product
assemble Manufacturing Backward chaining measurement
Independent w/ verbal Worksite Imitation
b. Assemble using Hand on shoulder Manipulation of
completed Hand on upper arm environment
product as guide Hand on elbow Massed practice
c. Assemble simple Hand over wrist Total task
product (2 to 5 Total hand over hand Multi trial
components)
d. Assemble complex Individual instruction
product (6 to 25 Individual job
components) Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
5. Disassemble Independent Assembly line tasks Classroom Fading % of accuracy Multi trial
Indirect verbal School Time delay Total task
Direct verbal Vocational Least to most hierarchy TMR data
Model Assembly/pack- # trials Permanent
a. Follow diagram to Physical aging worksite Forward chaining product
assemble Manufacturing Backward chaining measurement
Independent w/ verbal Worksite Shaping
b. Disassemble using Hand on shoulder Imitation
sample as guide Hand on upper arm Manipulation of
Hand on elbow environment
c. Disassemble Hand over lower arm Massed practice
simple product Hand over wrist Distributed practice
(2 to 5 Total hand over hand Total task
components) Multi trial
d. Disassemble Small group instruction

complex Individual instruction
product (5 to 25 Individual job
components) Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
6. Sort objects Independent Sort mail Classroom Fading % of accuracy Multi trial
Indirect verbal Sort merchandise School store Time delay Total task
Direct verbal Sort produce School Least to most hierarchy TMR data
Subobjectives: Gestural Sort laundry Vocational Most to least hierarchy # correct checklist
Model Sort utensils, dishes training area # trials Permanent
a. Sort by size Physical Office/clerical Forward chaining product
Worksite Backward chaining measurement
b. Sort by weight Independent w/ verbal Print shop worksite Shaping
Hand on shoulder Assembly/pack- Imitation
c. Sort by color Hand on upper arm aging worksite Manipulation of
Hand on elbow Fast food environment
Hand over lower arm restaurant Massed practice
Hand over wrist Worksite Distributed practice
Total hand over hand Cafeteria/kitchen Total task
Worksite Multi trial
Horticultural
Worksite Small group instruction
Hospital worksite Individual instruction
Laundry worksite Individual job
Supermarket Job crew
Worksite Enclave
Department store/
Sign language
stockroom/worksit Naturally occurring
e gestures
Total communication
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EVALUATIO
N
TS
7. Stamp/label Independent Merchandising Classroom Fading % of accuracy Multi trial
Indirect verbal Office work School store Time delay Total task
Direct verbal Work in mailroom School Least to most hierarchy TMR data
Subobjectives: Gestural Vocational Most to least hierarchy # correct checklist
Model training area # trials Permanent
a. Use rubber stamp Physical Office/clerical Forward chaining product
pad Worksite Backward chaining measurement
Independent w/ verbal Print shop Shaping
b. Use gummed Hand on shoulder worksite Imitation
labels Hand on upper arm Warehouse Manipulation of
Hand on elbow Worksite environment
c. Use peel-off labels Hand over lower arm Assembly/pack- Massed practice
Hand over wrist aging worksite Distributed practice
Total hand over hand Supermarket Total task
Department store/
stockroom Small group instruction
Mailroom Individual job
Worksite Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
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EVALUATIO
N
TS
Template to guide
placement of stamp/label
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EVALUATIO
N
TS
8. Bundle materials Independent Bundle newspaper Classroom Fading % of accuracy Multi trial
Indirect verbal Bundle packages School Time delay Total task
Direct verbal of mail Vocational Least to most hierarchy TMR data
Gestural Bundle linens training area Most to least hierarchy # correct checklist
Model Bundle finished Office/clerical # trials Permanent
Physical products Worksite Forward chaining product
Print shop Backward chaining measurement
Independent w/ verbal worksite Shaping
Hand on shoulder Warehouse Imitation
Hand on upper arm Worksite Manipulation of
Hand on elbow Assembly/pack- environment
Hand over lower arm aging worksite Massed practice
Hand over wrist Hospital worksite Distributed practice
Total hand over hand Laundry worksite Total task
Mailroom Multi trial
Manufacturing
Worksite Large group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
9. Fold Independent Fold paper to place Classroom Fading % of accuracy Multi trial
Indirect verbal into envelope School Time delay Total task
Direct verbal Fold laundry Vocational Least to most hierarchy TMR data
Model Office/clerical # trials Permanent
Physical Worksite Forward chaining product
Print shop Backward chaining measurement
Hand on shoulder Hospital worksite Imitation
Hand on upper arm Laundry worksite Manipulation of
Hand on elbow Home economics environment
Hand over lower arm Room Massed practice

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
10. Count objects Independent Preparing contents Classroom Fading % of accuracy Multi trial
Indirect verbal for School store Time delay Total task
Direct verbal packaging School Least to most hierarchy # correct TMR data
Subobjectives: Gestural Setting table in Vocational Most to least hierarchy # trials checklist
Model restaurant training area
a. Demonstrate 1 to Physical Filling orders Office/clerical Forward chaining
1 Worksite Backward chaining
correspondenc Independent w/ verbal Print shop Shaping
e Hand on shoulder worksite Imitation
Hand on upper arm Warehouse Manipulation of
b. Count numbers of Hand on elbow worksite environment
objects Hand over lower arm Assembly/pack- Massed practice
requested Hand over wrist aging worksite Distributed practice
verbally Total hand over hand Manufacturing Total task
c. Count number of Fast food
objects restaurant Large group instruction
designated by Worksite Small group instruction
number Cafeteria/kitchen Individual instruction
Worksite Individual job
Hospital worksite Job crew
Laundry worksite Enclave
Supermarket
Worksite Sign language
Department store/ Naturally occurring
stockroom gestures
Materials:
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EVALUATIO
N
TS
Template to count objects
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EVALUATIO
N
TS
11. Cut Independent Wrap packages Classroom Fading % of accuracy Multi trial
Indirect verbal Open packages School store Time delay Total task
Direct verbal Cut paper to size School Least to most hierarchy # correct TMR data
Subobjectives: Gestural vocational Most to least hierarchy # trials checklist
Model training area Permanent
a. Use scissors Physical Office/clerical Forward chaining product
b. Use paper cutter Independent w/ Print shop Shaping
verbal worksite Imitation
c. Use wire cutters Hand on shoulder Assembly/pack- Manipulation of
Hand on upper arm aging worksite environment
d. Use case-cutter Hand on elbow Manufacturing Massed practice
Hand over lower arm worksite Distributed practice
Hand over wrist Building services Total task
Total hand over hand worksite Multi trial
Fast food
restaurant Large group instruction
Cafeteria/kitchen Individual instruction
Horticultural Job crew
worksite Enclave
Hospital worksite
Laundry worksite Sign language
Supermarket Naturally occurring
worksite gestures
Department Total communication
store/
stockroom
worksite Materials:
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EVALUATIO
N
TS
Warehouse
worksite Adapted scissors
Cutting guides
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EVALUATIO
N
TS
12. Match Objects Independent Packaging tasks Classroom Fading % of accuracy Multi trial
Indirect verbal Assembly tasks School store Time delay Total task
Direct verbal Laundry work School Least to most hierarchy # correct TMR data
Subobjectives: Gestural Collating tasks vocational Most to least hierarchy # trials checklist
Model Stacking shelves training area
a. Match by size Physical Office/clerical Forward chaining
b. March by shape Independent w/ Print shop Imitation
verbal worksite Manipulation of
c. Match by color Hand on shoulder Warehouse environment
Hand on upper arm worksite Massed practice
Hand on elbow Assembly/pack- Distributed practice
Hand over lower arm aging worksite Total task
Hand over wrist Manufacturing Multi trial
Total hand over hand Worksite
Fast food Large group instruction
restaurant Small group instruction
Cafeteria/kitchen Individual job
worksite Job crew
Horticultural Enclave
worksite
Hospital worksite Sign language
Laundry worksite Naturally occurring
Supermarket gestures
Department
store/
stockroom
worksite
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EVALUATIO
N
TS
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Goal Area: Use of Tools and Equipment
EVALUATIO
N
TS
1. Use basic hand Independent Woodworking Classroom Fading % of accuracy Multi trial
tools Indirect verbal Home repairs School Time delay Total task
Direct verbal Assembly tasks vocational Least to most hierarchy TMR data
Subobjectives: Model Office/clerical # trials
Physical worksite Forward chaining
a. Use screwdriver Print shop Backward chaining
Independent w/ worksite Imitation
b. Use wrench verbal Warehouse Manipulation of
Hand on shoulder worksite environment
c. Use pliers Hand on upper arm Assembly/pack- Massed practice
Hand on elbow aging worksite Distributed practice
d. Use hammer Hand over lower arm Manufacturing Total task
Hand over wrist worksite Multi trial
e. Use staple gun Total hand over hand Fast food
restaurant Large group instruction
f. Use saw worksite Small group instruction
Cafeteria/kitchen Individual instruction
Horticultural Job crew
worksite Enclave
Hospital worksite
Laundry worksite Sign language
Supermarket Naturally occurring
worksite gestures
Department store/ Total communication
stockroom
worksite
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EVALUATIO
N
TS
2. Use power tools Independent Electronics School Fading % of accuracy Multi trial
Indirect verbal assembly vocational Time delay Total task
Direct verbal Home repairs training area Least to most hierarchy TMR data
Subobjectives: Gestural Woodworking Manufacturing Most to least hierarchy # correct checklist
Model worksite # trials Permanent
a. Use hand drill Physical Forward chaining product
Manipulation of measurement
b. Use electric saw Independent w/ verbal environment
c. Use soldering iron Hand on upper arm Total task
Hand over lower arm Imitation
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
3. Use hand Independent Move Boxes School Fading % of accuracy Multi trial
truck/dolly Indirect verbal Move furniture vocational Time delay Total task
Direct verbal Load/unload trucks training area Lease to most hierarchy TMR data
Gestural School shipping/ Most to least hierarchy # correct checklist
Model receiving area # trials
Physical Warehouse Forward chaining
Independent w/ verbal Building services Imitation
Hand on upper arm Shipping/receiving environment
Hand on elbow dock of various Distributed practice
Hand over lower arm worksites Total task
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
4. Operate elevator Independent Deliver goods School elevator Fading % of accuracy Multi trial
Indirect verbal Transport people Elevator at various Time delay Total task
Direct verbal worksites Least to most hierarchy TMR data
Model # trials
Backward chaining
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded buttons
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EVALUATIO
N
TS
5. Use measurement Independent Cutting materials Classroom Fading % of accuracy Multi trial
tools Indirect verbal Weighing produce School Time delay Total task
Direct verbal Mixing paint vocational Least to most hierarchy TMR data
Gestural Adding fluids to training area Most to least hierarchy # correct checklist
Subobjectives: Model car Auto repair # trials
a. Use Manufacturing Backward chaining
yardstick/ruler Independent w/ verbal worksite Imitation
Hand on shoulder Building services Manipulation of
b. Use scale Hand on upper arm worksite environment
Hand on elbow Supermarket Massed practice
c. Use graduated cup Hand over lower arm worksite Distributed practice
Hand over wrist Print shop Total task
Total hand over hand worksite Multi trial
Cafeteria/kitchen
Laundry worksite Individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
communication
Materials:
Pro-marked cups
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EVALUATIO
N
TS
Marks on rulers, scale
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EVALUATIO
N
TS
6. Store tools and Independent Custodial work Classroom Fading % of accuracy Multi trial
equipment Indirect verbal Woodworking School Time delay Total task
safely Direct verbal Home repair vocational Least to most hierarchy TMR data
Gestural Lawn care training area Most to least hierarchy # correct checklist
Model Assembly Food service # trials
Manufacturing Backward chaining
Independent w/ verbal worksite Imitation
Hand on shoulder Assembly/pack- Manipulation of
Hand on upper arm aging worksite environment
Hand on elbow Building services Distributed practice
Hand over wrist Horticultural Multi trial
Auto repair Small group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
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Goal Area: Stocking and Warehousing Skills
EVALUATIO
N
TS
1. Load & unload Independent Stocking shelves Classroom Fading % accuracy Multi trial
supplies Indirect verbal Unload supply School Time delay Total task
Direct verbal trucks vocational Least to most hierarchy TMR data
Gestural training area Most to least hierarchy checklist
Model Supermarket # correct Permanent
Physical worksite Forward chaining # trials product
Department Backward chaining measurement
Independent w/ store/ Imitation
verbal stockroom Manipulation of
Hand on upper arm Warehouse Massed practice
Hand over lower Assembly/pack- Total task
arm aging worksite Multi trial
Hand over wrist Fast food
Total hand over restaurant Small group instruction
hand worksite Individual instruction
worksite Job crew
worksite
Print shop gestures
School store
734817.1 8/15/07
361
EVALUATIO
N
TS
2. Lift and carry Independent Stocking shelves School store Fading % of accuracy Multi trial
boxes Indirect verbal Unload trucks Classroom Time delay Total task
Gestural vocational Most to least hierarchy # correct checklist
Physical Supermarket Forward chaining
Independent w/ verbal Department store/ Imitation
Hand on shoulder stockroom Manipulation of
Hand on elbow Warehouse Massed practice
Hand over lower arm worksite Distributed practice
Hand over wrist Assembly/pack- Total task
Total hand over hand aging worksite Multi trial
Fast food
worksite Job crew
worksite
Print shop worksite gestures
Total communication
734817.1 8/15/07
362
EVALUATIO
N
TS
3. Pack/unpack Independent Stock shelves School store Fading % of accuracy Multi trial
boxes Indirect verbal Classroom Time delay Total task
Physical Supermarket Forward chaining product
Independent w/ Department store/ Imitation
verbal stockroom Manipulation of
Hand on upper arm Warehouse Massed practice
Hand over lower arm Assembly/pack- Total task
Hand over wrist aging worksite Multi trial
Total hand over hand Fast food
worksite Job crew
worksite
Print shop gestures
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363
EVALUATIO
N
TS
4. Stock shelves Independent Stock shelves School store Fading % of accuracy Multi trial
Indirect verbal Classroom Time delay Total task
Physical Supermarket Forward chaining produce
Independent w/ verbal Department Imitation
Hand on upper arm Assembly/pack- environment
Hand on elbow aging worksite Distributed practice
Hand over lower arm Warehouse Total task
Hand over wrist worksite Multi trial
Total hand over hand Fast food
worksite Job crew
worksite
Print shop worksite gestures
Total communication
734817.1 8/15/07
364
EVALUATIO
N
TS
5. Rotate Independent Stock shelves Classroom Fading % of accuracy Multi trial
merchandise Indirect verbal School Time delay Total task
Direct verbal vocational Least to most hierarchy TMR data
Subobjectives: Model Supermarket # trials Permanent
Physical worksite Forward chaining product
a. Identify Fast food Backward chaining measurement
expiration Independent w/ restaurant Imitation
date on food verbal worksite Manipulation of
packages Hand on shoulder Cafeteria/kitchen environment
arm
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
365
Goal Area: Office and Clerical Skills
EVALUATIO
N
TS
1. Use office tools Independent Routine office tasks School office Fading % of accuracy Multi trial
and supplies Indirect verbal Collating Classroom Time delay Total task
Direct verbal Opening mail School Least to most hierarchy TMR data
Subobjectives: Model training area # trials Permanent
a. Use stapler worksite Backward chaining Rate of performance measurement
Independent w/ verbal Print shop Imitation
b. Use hole punch Hand on shoulder worksite Manipulation of
c. Use letter opener Hand on elbow Massed practice
d. Use staple Hand over wrist Total task
remover Total hand over hand Multi trial
e. Use tape dispenser Large group instruction

individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
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EVALUATIO
N
TS
Electric stapler w/ adaptive
switch
Built up handled hole
punch,
letter opener, staple
remover
734817.1 8/15/07
367
EVALUATIO
N
TS
2. Use scissors Independent Open envelopes School office Fading % of accuracy Multi trial
Indirect verbal Open packages Classroom Time delay Total task
Direct verbal Cut out labels School Least to most hierarchy TMR data
Subobjectives: Gestural Wrapping and vocational Most to least hierarchy # correct checklist
Model bundling mail training area # trials Permanent
a. Cut straight line Physical Office/clerical Forward chaining product
worksite Shaping measurement
b. Cut shapes/ Independent w/ Print shop Imitation
patterns verbal worksite Manipulation of
c. Cut string Hand on upper arm Distributed practice
arm
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Adapted scissors
Cutting guides
734817.1 8/15/07
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369
EVALUATIO
N
TS
3. Collate Independent Assemble mailings, School office Fading % accuracy Multi trial
Indirect verbal handouts Classroom Time delay Total task
Direct verbal Assemble parts of School Least to most hierarchy TMR data
Subobjectives: Gestural newspaper vocational Most to least hierarchy # correct checklist
a. Assemble Physical Office/clerical Forward chaining product
materials from worksite Backward chaining measurement
vertical display Independent w/ verbal Print shop Imitation Rate of performance
b. Assemble Hand on upper arm environment
materials from Hand on elbow Massed practice
horizontal Hand over lower arm Distributed practice
display Hand over wrist Total task

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
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EVALUATIO
N
TS
Color coded bins
Number coded bins
734817.1 8/15/07
371
EVALUATIO
N
TS
4. Stuff envelopes Independent Prepare mailing School office Fading % of accuracy Multi trial
Indirect verbal Classroom Time delay Total task
a. Insert flat pages Physical Office/clerical Forward chaining product
into envelopes worksite Backward chaining measurement
Independent w/ verbal Print shop Shaping Rate of
b. Fold inserts for Hand on shoulder worksite Imitation performance
envelopes Hand on upper arm Manipulation of
c. Seal envelopes Hand over lower arm Massed practice
Total hand over hand Total task
Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
734817.1 8/15/07
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EVALUATIO
N
TS
Folding guides
734817.1 8/15/07
373
EVALUATIO
N
TS
5. Address Independent Prepare mailing School office Fading % of accuracy Multi trial
envelopes Indirect verbal Classroom Time delay Total task
Gestural vocational Most Most to least hierarchy # correct checklist
Subobjectives: Model training area # trials Permanent
a. Use rubber stamp worksite Backward chaining measurement
to print address Independent w/ verbal Print shop Shaping Rate of performance
Hand on shoulder worksite Imitation
b. Place address Hand on upper arm Manipulation of
label on Hand on elbow environment
envelope Hand over lower arm Massed practice
Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
734817.1 8/15/07
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EVALUATIO
N
TS
Template to guide
placement of
address
734817.1 8/15/07
375
EVALUATIO
N
TS
6. Prepare package Independent Mailroom tasks School office Fading % accuracy Multi trial
for mailing Indirect verbal Shipping/receiving Classroom Time delay Total task
Gestural vocational Most to least hierarchy checklist
Subobjectives: Model training # correct Permanent
Physical Office/clerical Forward chaining # trials product
a. Wrap in brown worksite Backward chaining measurement
paper Independent w/ verbal Print shop worksite Shaping
Hand on shoulder Mailroom at Imitation
b. Select correctly Hand on upper arm various Simulation
sized envelope Hand on elbow worksites Manipulation of
Hand over lower arm environment
c. Address package Hand over wrist Massed practice
Total hand over hand Distributed practice
d. Weigh package Total task
Multi trial
e. Affix postage
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
376
EVALUATIO
N
TS
Materials:
Chart for postage rates
734817.1 8/15/07
377
EVALUATIO
N
TS
7. Distribute mail Independent Deliver inter-office School office Fading % of accuracy Multi trial
Indirect verbal mail Classroom Time delay Total task
Direct verbal Distribute in- School Least to most hierarchy TMR data
Subobjectives: Gestural coming vocational Most to least hierarchy # correct checklist
Model mail training area # trials
a. Locate mailbox in Physical Office/clerical Forward chaining
offices worksite Backward chaining
Independent w/ Mailroom at Imitation
b. Match name on verbal various Simulation
letter, to name Hand on shoulder worksites Manipulation of
on mailbox Hand on upper arm environment

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
734817.1 8/15/07
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EVALUATIO
N
TS
Chart with name/room

assignment
734817.1 8/15/07
379
EVALUATIO
N
TS
8. File papers Independent File records School office Fading % of accuracy Multi trial
Indirect verbal Arrange mail by Classroom Time delay Total task
Direct verbal zip School Least to most hierarchy TMR data
Subobjectives: Gestural code vocational Most to least hierarchy # correct checklist
Model File training area # trials Permanent
a. Arrange papers Physical orders/receipts Office/clerical Imitation product
alphabetically Arrange worksite Simulation measurement
Independent w/ attendance Print shop Manipulation of
b. Arrange papers verbal records worksite environment
numerically Hand on shoulder Mailroom at Massed practice
Hand on upper arm various Distributed practice
Hand on elbow worksites Total task
arm
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded dividers

734817.1 8/15/07
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734817.1 8/15/07
381
EVALUATIO
N
TS
9. Use photo copy Independent Duplicate corres- School office Fading % of accuracy Multi trial
machine Indirect verbal pondence, School Time delay Total task
Direct verbal reports, vocational Least to most hierarchy TMR data
Gestural handouts training area Most to least hierarchy # correct checklist
Subobjectives: Model Office/clerical # trials
a. Make multiple Print shop Backward chaining
copies of Independent w/ worksite Imitation
single page verbal Simulation
b. Duplicate Hand on upper arm environment
documents Hand on elbow Massed practice
with multiple Hand over lower arm Distributed practice
pages Hand over wrist Total task
c. Collate and staple
copies Large group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
734817.1 8/15/07
382
EVALUATIO
N
TS
coded buttons
734817.1 8/15/07
383
EVALUATIO
N
TS
10. Use keyboard to Independent Type labels, cards School office Fading % of accuracy Multi trial
type Indirect verbal Enter information Classroom Time delay Total task
Direct verbal into database Computer lab Least to most hierarchy TMR data
Gestural School Most to least hierarchy # correct checklist
Subobjectives: Model vocational # trials
Physical training area Forward chaining
a. Use typewriter Office/clerical Backward chaining Rate of performance
b. Use computer Hand on shoulder Print shop Imitation
Hand on upper arm worksite Simulation Words per minute
Hand on elbow Manipulation of
Total task
Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
384
EVALUATIO
N
TS
Materials:
Membrane keyboard
Keyboard overlay
734817.1 8/15/07
385
Goal Area: Restaurant and Kitchen Skills
EVALUATIO
N
TS
1. Bus tables Independent Cafeteria/restaurant School cafeteria Fading % of accuracy Multi trial
Indirect verbal clean up Home economics Time delay Total task
Subobjectives: Gestural Fast food most to least hierarchy # correct checklist
Model restaurant # trials Permanent
a. Remove trash Physical worksite Forward chaining product
Cafeteria/kitchen Backward chaining measurement
b. Wash and wipe Independent w/ verbal worksite Shaping
tables Hand on shoulder Imitation
Hand on upper arm Simulation
Hand on elbow Manipulation of
Total task
Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
386
EVALUATIO
N
TS
2. Strip trays Independent Dishwashing School cafeteria Fading % of accuracy Multi trial
Indirect verbal Restaurant/cafeteri Home economics Time delay Total task
Direct verbal a room Least to most hierarchy TMR data
Subobjectives: Gestural clean up Fast food Most to least hierarchy # correct checklist
Model restaurant # trials
a. Remove trash Physical worksite Forward chaining
from trays Cafeteria/kitchen Backward chaining
b. Separate dishes Hand on shoulder Manipulation of
and utensils Hand on upper arm environment
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
387
EVALUATIO
N
TS
3. Scrape dishes and Independent Kitchen cleanup Classroom Fading % accuracy Multi trial
pans Indirect verbal Dishwashing School cafeteria Time delay Total task
Direct verbal Home economics Least to most hierarchy TMR data
Gestural room Most to least hierarchy # correct checklist
Model Cafeteria/kitchen # trials Permanent
Physical worksite Forward chaining product
Backward chaining measurement
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
388
EVALUATIO
N
TS
4. Use commercial Independent Kitchen cleanup School cafeteria Fading % of accuracy Multi trial
dishwasher Indirect verbal Dishwashing Home Economics Time delay Total task
Gestural Fast food Most to least hierarchy # correct checklist
Cafeteria/kitchen Backward chaining
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
389
EVALUATIO
N
TS
5. Replenish supplies Independent Cafeteria/restaurant School cafeteria Fading % accuracy Multi trial
Indirect verbal supply Home economics Time delay Total task
Subobjectives: Gestural Fast food Most to least hierarchy # correct checklist
a. Fill condiment Physical worksite Forward chaining
containers Cafeteria/kitchen Backward chaining
b. Fill paper goods Hand on shoulder Manipulation of
containers Hand on upper arm environment
c. Fill salad bar item Hand over lower arm Total task
containers Hand over wrist Multi trial
d. Replenish trays Small group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
390
EVALUATIO
N
TS
6. Package food Independent Fill carry out Classroom Fading % of accuracy Multi trial
Indirect verbal orders School cafeteria Time delay Total task
Direct verbal Kitchen clean-up Home economics Least to most hierarchy TMR data
Subobjectives: Gestural room Most to least hierarchy # correct checklist
Model Fast food # trials
a. Wrap Physical restaurant Forward chaining
sandwiches worksite Backward chaining
Independent w/ Cafeteria/kitchen Shaping
b. Place lids on verbal worksite Manipulation of
beverage Hand on shoulder environment
containers Hand on upper arm Distributed practice
c. Place food in Hand over lower arm Multi trial
containers Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
391
EVALUATIO
N
TS
7. Perform basic Independent Cooking Classroom Fading % of Multi trial
food preparation Indirect verbal School cafeteria Time delay accuracy Total task
Subobjectives: Model Fast food # correct
Physical restaurant Forward chaining # trials
a. Make salad worksite Backward chaining
Independent w/ verbal Cafeteria/kitchen Imitation
b. Pour beverages Hand on shoulder worksite Manipulation of
c. Prepare Hand on elbow Distributed practice
sandwiches Hand over lower arm Total task
d. Boil liquids Total hand over hand
e. Bake food Individual instruction
Individual job
f. Broil food Job crew
Enclave
g. Fry/sauté food
Sign language
Naturally occurring
gestures
Total communication
(See Domestic
Maintenance for
more extensive
cooking
objectives)
734817.1 8/15/07
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734817.1 8/15/07
393
Goal Area: Customer Service
EVALUATIO
N
TS
1. Fill customer Independent Counter work in School store Fading % of accuracy Multi trial
orders Indirect verbal restaurant School Time delay Total task
Direct verbal Clerk activities vocational Least to most hierarchy TMR data
Gestural Fill orders in training area Most to least hierarchy # correct checklist
Subobjectives: Model catalog Print shop worksite # trials
Physical warehouse Fast food Forward chaining
a. Respond to verbal Get items in dry restaurant Imitation
orders Independent w/ verbal cleaners worksite Simulation
Hand on shoulder Cafeteria/kitchen Manipulation of
b. Locate item by Hand on upper arm worksite environment
receipt number Hand on elbow Laundry/dry Massed practice
Hand over lower arm cleaning Distributed practice
c. Fill order from Hand over wrist worksite Total task
written check Total hand over hand Department store/ Multi trial
stockroom
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded receipts

734817.1 8/15/07
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395
EVALUATIO
N
TS
2. Receive payment Independent Clerk activities School store Fading % accuracy Multi trial
for Indirect verbal Cashier work School Time delay Total task
services/product Direct verbal vocational Least to most hierarchy TMR data
s Gestural training area Most to least hierarchy # correct checklist
Model Fast food # trials
Physical restaurant Forward chaining
Subobjectives: worksite Backward chaining
Independent w/ verbal Supermarket Imitation
a. Accept credit card Hand on shoulder worksite Simulation
payment Hand on upper arm Manipulation of
b. Accept cash Hand over lower arm Massed practice
payment Hand over wrist Distributed practice
c. Operate cash Multi trial
register
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
396
EVALUATIO
N
TS
3. Usher Independent Host/Hostess School store Fading % of accuracy Multi trial
Indirect verbal work School Time delay Total task
Direct verbal Usher work auditorium Least to most hierarchy TMR data
Subobjectives: Gestural Movie theater Most to least hierarchy # correct checklist
Model worksite # trials
a. Seat patrons Physical Restaurant Imitation
worksite Simulation
b. Take tickets Independent w/ Manipulation of
verbal environment
c. Distribute Hand on shoulder Massed practice
programs/men Hand on upper arm Distributed practice
us Hand on elbow Total task
arm
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
397
EVALUATIO
N
TS
4. Locate Independent Intra school travel School building Fading % of accuracy Multi trial
rooms/building Indirect verbal Travel training Delivery area in Time delay Total task
Direct verbal Delivering goods, community Least to most hierarchy TMR data
Gestural packages Most to least hierarchy # correct checklist
Subobjectives: Model # trials Duration
Physical Forward chaining recording
a. Locate rooms Backward chaining
within building Independent w/ verbal Shaping # of minutes
Hand on shoulder Imitation
b. Locate buildings Hand on upper arm Simulation
by address Hand on elbow Manipulation of
Total task
Multi trial

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
398
Goal Area: Automotive Maintenance
EVALUATIO
N
TS
1. Clean car Independent Cleaning car Car wash worksite Fading % of accuracy Multi trial
Indirect verbal Auto dealer/repair Time delay Total task
Direct verbal worksite Least to most hierarchy TMR data
Subobjectives: Gestural School Most to least hierarchy # correct checklist
Model vocational # trials
a. Wash car Physical training area Forward chaining
(automotive Shaping
b. Vacuum floor Independent w/ verbal repair) Imitation
c. Clean windows Hand on upper arm environment
d. Wax car Hand over lower arm Total task
e. Steam clean Total hand over hand
engine Small group instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
399
Goal Area: Automotive Maintenance
EVALUATIO
N
TS
2. Perform basic car Independent Auto Service station Fading % of accuracy Multi trial
maintenance Indirect verbal maintenance worksite Time delay Total task
Direct verbal Auto Least to most hierarchy TMR data
Gestural dealer/repair Most to least hierarchy # correct checklist
Subobjectives: Model worksite # trials
Physical School Forward chaining
a . Pump gas vocational Shaping
Independent w/ training area Imitation Rate of
b. Check oil verbal (automotive Manipulation of performance
Hand on shoulder repair) environment
c. Check Hand on upper arm Distributed practice
windshield Hand on elbow Total task
washer fluid Hand over lower Multi trial
arm
d. Inflate tires Hand over wrist Small group instruction
hand Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
400
Goal Area: Household Repair and Maintenance
EVALUATIO
N
TS
1. Make simple Independent Custodial work Classroom Fading % of accuracy Multi trial
home repairs Indirect verbal Decorating School Time delay Total task
Direct verbal Routine home vocational Least to most hierarchy TMR data
Gestural maintenance training area Most to least hierarchy # correct checklist
Subobjectives: Model Building service # trials
a. Replace light Home economics Backward chaining
bulbs Independent w/ verbal room Imitation
b. Replace fuses Hand on upper arm environment
c. Hang pictures Hand over lower arm Total task
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
401
EVALUATIO
N
TS
2. Paint Independent Custodial work School Fading % of accuracy Multi trial
Indirect verbal Woodworking vocational Time Time of delay Total task
Direct verbal activities training area Least to most hierarchy TMR data
Subobjectives: Gestural Least Most to least hierarchy # correct checklist
Model Building services # trials Permanent
a. Paint flat surfaces Physical worksite Shaping product
Manufacturing Imitation measurement
b. Paint trim Independent w/ worksite Manipulation of
verbal environment
Hand over lower arm
Total hand over hand Individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Built up handles for

brushes/rollers
Extension handles for
734817.1 8/15/07
402
EVALUATIO
N
TS
brushes/rollers
734817.1 8/15/07
403
EVALUATIO
N
TS
3. Remove paint Independent Custodial work School Fading % accuracy Multi trial
Indirect verbal Woodworking vocational Time delay Total task
Direct verbal activities training area Least to most hierarchy TMR data
Subobjectives: Gestural Building services Most to least hierarchy # correct checklist
Model worksite # trials Permanent
a. Use paint scraper Physical Forward chaining product
b. Use wire brush Independent w/ verbal Imitation
c. Use sandpaper Hand on upper arm environment
d. Clean brushes Hand over lower arm Total task
after use Hand over wrist Multi trial
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Rubber sanding block
734817.1 8/15/07
404
EVALUATIO
N
TS
4. Stain Independent Custodial work School Fading % of accuracy Multi trial
Indirect verbal Refinishing vocational Time delay Total task
Direct verbal furniture training area Least to most hierarchy TMR data
Subobjectives: Gestural Woodworking Building services Most to least hierarchy # correct checklist
Model activities worksite # trials Permanent
a. Prepare surface for Physical Forward chaining product
staining Backward chaining measurement
Independent w/ verbal Shaping
b. Apply stain evenly Hand on shoulder Imitation
Hand on upper arm Manipulation of
c. Clean brushes Hand on elbow environment
after use Hand over lower arm Distributed practice

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
405
Goal Area: Clothing Care
EVALUATIO
N
TS
1. Operate Independent Launder uniforms Hospital worksite Fading % of accuracy Multi trial
commercial Indirect verbal Launder linens Laundry worksite Time delay Total task
washer Direct verbal Least to most hierarchy TMR data
Model # trials
Backward chaining
a. Sort clothing Independent w/ verbal Imitation
b. Select appropriate Hand on upper arm environment
cycle Hand on elbow Massed practice
c. Add detergent Hand over wrist Total task

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded buttons

734817.1 8/15/07
406
EVALUATIO
N
TS
Pre-marked detergent cup
734817.1 8/15/07
407
EVALUATIO
N
TS
2. Operate Independent Launder uniforms Hospital worksite Fading % of accuracy Multi trial
commercial Indirect verbal Launder linens Laundry worksite Time delay Total task
dryer Direct verbal Least to most hierarchy # correct TMR data
Model
Backward chaining
a. Load dryer Independent w/ Imitation
b. Select Hand on shoulder environment
appropriate Hand on upper arm Distributed practice
setting Hand on elbow Total task
Hand over lower arm Multi trial
c. Remove clothing Hand over wrist
when cycle is Total hand over hand Small group instruction
finished Individual instruction
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
Materials:
Color coded buttons
734817.1 8/15/07
408
EVALUATIO
N
TS
3. Fold/hang clothes Independent Launder uniforms Hospital worksite Fading % of accuracy Multi trial
Indirect verbal Launder clothes Laundry worksite Time delay Total task
Direct verbal Launder linen Home economics Least to most hierarchy TMR data
Gestural room Most to least hierarchy # correct checklist
Model # trials
Backward chaining
Independent w/ verbal Imitation Rate of performance

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
409
EVALUATIO
N
TS
4. Iron clothing Independent Press linens, Hospital worksite Fading % of accuracy Multi trial
Indirect verbal clothing Laundry worksite Time delay Total task
Subobjectives: Gestural room Most to least hierarchy # correct checklist
a. Use hand iron Physical Forward chaining product
b. Use steam Independent w/ verbal Imitation Rate of performance
pressing Hand on shoulder Manipulation of
machine Hand on upper arm environment

Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
410
Goal Area: Lawn & Yard Care
EVALUATIO
N
TS
1. Care for plants Independent Lawn maintenance School yard Fading % of accuracy Multi trial
Indirect verbal Work in nursery Horticultural Time delay Total task
Model # trials
a. Water plants Physical Forward chaining
Backward chaining
b. Weed flower beds Independent w/ verbal Imitation
c. Spread mulch Hand on upper arm environment
d. Fertilize plants Hand over lower arm Total task
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
734817.1 8/15/07
411
EVALUATIO
N
TS
2. Care for lawn Independent Yard work School yard Fading % of accuracy Multi trial
Indirect verbal Horticultural Time delay Total task
Model # trials
a. Mow lawn Physical Forward chaining
Backward chaining
b. Rake leaves and Independent w/ Shaping
grass verbal Imitation
c. Trim edges Hand on upper arm environment
d. Water lawn Hand over lower Total task
arm Multi trial
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
3. Care for garden Independent Yard work School yard Fading % of accuracy Multi trial
Indirect verbal Work in nursery Horticultural Time delay Total task
a. Stake up plants Physical Forward chaining product
b. Pick vegetables/ Independent w/ Imitation
flowers verbal Manipulation of
c. Weed garden Hand on upper arm Distributed practice
d. Use sprinkler Hand over lower arm Multi trial
Hand over wrist
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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EVALUATIO
N
TS
4. Plant trees, Independent Landscaping School yard Fading % of accuracy Multi trial
shrubs, and Indirect verbal Work in nursery Horticultural Time delay Total task
flowers Direct verbal worksite Least to most hierarchy TMR data
Model # trials
Backward chaining
a. Dig hole Independent w/ verbal Imitation
b. Transplant Hand on upper arm environment
seedlings Hand on elbow Distributed practice
c. Plant seeds Hand over wrist Multi trial
Individual job
Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Training: Related Resources and References
Agran, M., Salzburg, C.L., & Stowitschek, J.J. (1987). An analysis of the effects of a social skills training
program using self-instructions on the acquisition and generalization of two social behaviors in a work
setting. The Journal of The Association for Persons with Severe Handicaps, 12(2), 131-139.
Bellamy, G. T., Rose, H., Wilson, D. J., & Clarke, J. Y. (1982). Strategies for vocational preparation. In B.
Wilcox & G. T. Bellamy (Eds.), Design of high school programs for severely handicapped students (pp.
139-152). Baltimore: Paul H. Brookes.
Crouch, K.P., Rusch, F.R., & Karlan, G.R. (1984). Competitive employment: Utilizing the correspondence
training paradigm to enhance productivity. Education and Training of the Mentally Retarded, 19,
268-275.
Certo, N., Mezzullo, K., & Hunter, D. (1985). The effect of total task chain training on the acquisition of
busperson job skills at a full service community restaurant. Education and Training of the Mentally
Retarded, 20, 148-156.
Falvey, M. A. (1986). Vocational skills. In M. Falvey, Community-based curriculum. Instructional strategies

for students with severe handicaps (pp. 119-138). Baltimore: Paul H. Brookes.
Moseley, C.R. (1988). Job satisfaction research: Implications for Supported Employment. The Journal of The
Association for Persons with Severe Handicaps, 13(3), 211-219.
McNally, R. J., Kompik, J. J., & Sherman, G. (1984). Increasing the productivity of mentally retarded workers
through self-management. Analysis and Intervention in Developmental Disabilities, 4, 129-135.
Test, D.W., Grossi, T., & Keul, P. (1988). A functional analysis of the acquisition and maintenance of janitorial
skills in a competitive work setting. The Journal of The Association for Persons with Severe Handicaps,
13, 1-7.
Wacker, D. P. & Berg, W. K. (1984). Use of peer instruction to train a complex photocopying task to
moderately and severely retarded adolescents. Analysis and Intervention in Developmental Disabilities,
4, 219-234.
Wacker, D. P., & Berg, W. K. (1984). Training adolescents with severe handicaps to set up job tasks
independently using picture prompts. Analysis and Intervention in Developmental Disabilities, 4,
353-365.
Wehman, P. (1981). Competitive employment: New horizons for severely disabled individuals. Baltimore:
Paul H. Brookes.
Wilson, P.G., Schepis, M.M., & Mason-Main, M. (1987). In vivo use of picture prompt training to increase
independent work at a restaurant. The Journal of The Association for Person with Severe Handicaps,
12, 145-150.
415
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Woolcock, W. W., Lyon, S. R., & Woolcock, K. P. (1987). General case simulation instruction and the
establishment and maintenance of work performance. Research in Developmental Disabilities, 8,
427-447.
INTERPERSONAL COMMUNICATION
AND SOCIAL SKILLS
416
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Domain: Interpersonal Communication and Social Skills Secondary
Goal Area: Responding To The Environment
ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
1. React to signals Independent Integrate into all Integrate into all Fading % of Multi trial
and/or events in Indirect activities environments Time delay accuracy Total task
the environment Verbal Least to most hierarchy TMR data
Direct verbal Most to least hierarchy # correct checklist
Gestural # trials
Physical Shaping
2. React to visual Imitation
stimuli Independent Manipulation of
w/ verbal environment
b. React to auditory Hand on Massed practice
stimuli Shoulder Distributed practice
c. React to Arm Incidental teaching
tactile/olfactory Hand on elbow
stimuli Hand over
Wrist Individual job
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Total communication
Materials:
Mirror
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
2. Respond to new Independent Integrate into all Integrate into all Fading % of Multi trial
stimuli in the Indirect activities environments Time delay accuracy Total task
environment Verbal Least to most hierarchy TMR data
Gestural # trials
Subobjectives: Model Shaping
Physical Imitation
a. Respond to visual Manipulation of
stimuli independent environment
w/verbal Massed practice
b. Respond to Hand on Distributed practice
auditory stimuli shoulder Multi trial
c. Respond to arm
tactile /olfactory Hand on elbow Large group instruction
stimuli Hand over small group instruction
Hand over Individual job
wrist crew
Total hand Enclave
over hand
sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
Materials:
Microphone
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES
ENVIRONMENTS
3. Use existing Independent Integrate into all Integrate into all Fading % of Multi trial
sources of Indirect activities environments Time delay accuracy TMR data
information to verbal Least to most hierarchy checklist
guide behavior Direct verbal Most to least hierarchy # correct
(e.g., sitting Gestural Shaping # trials
where there is a Model Imitation
chair, closing a Physical Simulation
window when it Manipulation of
is raining in) Independent environment
arm
wrist Job crew
Total hand Enclave
over hand
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
PROMPTS ACTIVITIES ENVIRONMENTS
4. Respond to Independent Integrate into all Integrate into all Fading % of Multi trial
environmental Indirect activities environments Time delay accuracy Duration
cues which are verbal Least to most hierarchy recording
not immediately Direct verbal Most to least hierarchy # correct TMR data
visible (e.g., Gestural # trials checklist
respond to fire Model Shaping
alarm, look ,at Physical Imitation # of minutes
cupboard where Manipulation of
lunch is stored) Independent environment
arm
wrist crew
Total hand Enclave
over hand
Sign language
Naturally occurring
gestures
Total communication
Materials:
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ACHIEVEMEN OF
T EVALUATIO
N
Tape recorder
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Goal Area: Respondent To The Environment
ACHIEVEMEN OF
T EVALUATIO
N
5. Identify Independent Integrate into all Integrate into all Fading % of Multi trial
functional Indirect activities environments Time delay accuracy TMR data
objects in the verbal Least to most hierarchy checklist
immediate Direct verbal most to least hierarchy # correct
environment Gestural Shaping # trials
Model Imitation
Physical Manipulation of
Subobjectives: environment
a. Identify target w/verbal Distributed practice
object given a Hand on Multi trial
choice of two shoulder Incidental teaching
and on upper
b. Identify target arm Large group instruction
object given Hand on elbow Small group instruction
more than two Hand over Individual instruction
lower arm Individual job
c. Identify target Hand over Job crew
object within the wrist Enclave
classroom Total hand
d. Identify target Naturally occurring
object in gestures
multiple natural Total communication
settings
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ACHIEVEMEN OF
T EVALUATIO
N
6. Demonstrate an Independent Integrate into all Integrate into all Fading % of Multi trial
understanding Indirect activities environments Time delay accuracy TMR data
of the functional verbal Lease to most hierarchy checklist
use of objects Direct verbal Most to least hierarchy # correct
Gestural # trials
Model Shaping
Physical Imitation
Simulation
Hand on elbow
Total hand crew
over hand Enclave
language
Naturally occurring
gestures
communication
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ACHIEVEMEN OF
T EVALUATIO
N
common signs Indirect activities environments Time delay accuracy Response
and symbols (e.g., verbal Least to most hierarchy latency
stoplight, rebus Direct verbal Most to least hierarchy # correct TMR data
symbols) Gestural # trials checklist
Model Shaping
Physical Imitation # of minutes
Simulation
Hand on elbow
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
8. Respond to verbal Integrate into all Integrate into all Fading % of Multi trial
environmental Direct verbal activities environments Time delay accuracy Response
sounds Gestural Least to most hierarchy checklist
Model Most to least hierarchy # correct Response
Physical # trials latency
Subobjectives: Shaping
Independent Imitation # of minutes
a. Respond to w/verbal Simulation $ of
common sounds Hand on Manipulation of
in the shoulder environment
environment Hand on upper practice
b. Localize towards Hand on elbow group instruction
sounds/voices in Hand over group instruction
the environment lower arm Individual instruction
c. Discriminate wrist crew
among sounds in Total hand Enclave
the environment over hand
language
Naturally occurring
gestures
communication
Materials:
recorder
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Goal Area: Responding To Others
ACHIEVEMEN OF
T EVALUATIO
N
1. Attend to people Independent Integrate into all Integrate into all Fading % of Multi trial
in the Indirect activities environments Time delay accuracy TMR data
environment verbal Least to most hierarchy checklist
Direct verbal to least hierarchy # correct
Gestural # trials
Physical Imitation
a. Look at person Manipulation of
named or Independent environment
speaking w/verbal Massed practice
b. Look at object shoulder trial
name or Hand on upper Incidental teaching
identified arm
Hand on elbow group instruction
Hand over group instruction
wrist crew
Total hand Enclave
over hand
language
Naturally occurring
gestures
communication
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ACHIEVEMEN OF
T EVALUATIO
N
familiar verbal activities environments Time delay accuracy TMR data
people in the Direct verbal Least to most hierarchy checklist
environment Gestural Most to least hierarchy # correct
Model # trials
Physical Shaping
Subobjectives: Imitation
a. identify w/verbal environment
family and Hand on Massed practice
relatives shoulder Distributed practice
b. identify arm Incidental teaching
school staff Hand on elbow
c. Identify lower arm Small group instruction
classmates Hand over Individual instruction
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
3. Respond to basic Independent Integrate into all Integrate into all Fading % of Multi Trial
language concepts Indirect activities environments Time delay accuracy Total task
Direct verbal Most to least hierarchy # correct checklist,
Gestural # trials
Model Shaping
Physical Imitation
Simulation
arm Multi trial
Hand over
over hand crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
directions Indirect activities environments Time delay accuracy Total Task
Subobjectives: Gestural # trials
Model Shaping
a. Carry out single Physical Imitation
direction (familiar Simulation
activities) Independent Manipulation of
b. Carry out novel Hand on Massed practice
Hand single shoulder Distributed practice
direction Hand on upper Total task
arm Multi trial
c. Carry out two-part Hand on elbow Incidental teaching
direction (familiar Hand over
activities) lower arm Large group instruction
d. Carry out novel wrist Individual instruction
two-part direction Total hand Individual job
over hand Job crew
e. Carry out multi- Enclave
step direction
Sign language
Naturally occurring
gestures
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ACHIEVEMEN OF
T EVALUATIO
N
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
5. Participate as a Independent Integrate all Integrate into all Fading % of Multi trial
member of a Indirect activities environments Time delay accuracy TMR data
group verbal Least to most hierarchy checklist
Direct verbal Most to least hierarchy # correct Event recording
Gestural # trials
Physical Imitation
a. Share possessions Simulation
b. Take turns w/verbal environment
on Massed practice
c. Listen without shoulder Distributed practice
interrupting on upper Multi trial
d. Contribute to on elbow
group over Large group instruction
activity/conversat lower arm Small group instruction
ion over Individual instruction
e. Ask for Total hand Job crew
clarification when over hand Enclave
confused
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
Materials:
Game playing
Card games or board games to
stimulate improved
communication
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ACHIEVEMEN OF
T EVALUATIO
N

1. Respond Independent Integrate into all Integrate into all Fading % of Multi trial
appropriately to Indirect activities environments Time delay accuracy TMR data
questions verbal Least to most hierarchy checklist
Direct verbal Most to least hierarchy # correct
Gestural # trials
Physical Imitation
a. Respond to Manipulation of
yes/no questions Independent environment
b. Respond to Hand on Distributed practice
"who?", shoulder Multi Trial
"what?", Hand on upper Incidental teaching
"where?" arm
questions Hand on elbow Large group instruction
c. Respond to lower arm Individual instruction
"when?" Hand over Individual job
questions wrist Job crew
Total hand Enclave
d. Respond to over hand
"whose?", Sign language
"which?", "how Naturally occurring
many?" gestures
questions Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
e. Respond to
"why?" and
"how?"
questions
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Goal Area: Following Directions/Routines
ACHIEVEMEN OF
T EVALUATIO
N
1. Follow Independent Integrate into all Integrate into all Fading % of Multi trial
directions in Indirect activities environments Time delay accuracy Total tasks
order-to perform verbal Least to most hierarchy data
target activities Indirect Most to least hierarchy # correct checklist
verbal # trials
Direct verbal Shaping
Subobjectives: Gestural Imitation
Model Simulation
a. Follow one-step Physical Manipulation of
directions in order environment
to perform target Independent Massed practice
activities w/verbal Distributed practice
Hand on Multi trial
b. Follow two- shoulder Incidental teaching
step directions in Hand on upper
order to perform arm Total task
target activities Hand on elbow Large group instruction
c. Follow complex lower arm Individual instruction
directions in order Hand over Individual job
to perform target wrist Job crew
activities Total hand Enclave
over hand
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
Materials:
Picture cards depicting

activity sequence
cassette tape
recorder with tape of
auditory prompts
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ACHIEVEMEN OF
T EVALUATIO
N
2. Independent Integrate into all Integrate into all Fading % of Multi trial
Establish/m Indirect activities environments Time delay accuracy Total task
aintain regular verbal Least to most hierarchy TMR data
patters in daily Direct verbal Most to least hierarchy # correct checklist
activities Gestural # trials Time Sampling
Model Imitation Response
Physical Simulation Frequency latency
Subobjectives: Manipulation of Event
Independent environment recording
a. Participate in w/verbal Massed practice
activities at Hand on Distributed practice
designated time shoulder Multi task
b. Execute normal arm Incidental teaching
sequence of Hand on elbow
activities Hand over Large group instruction
c. Follow Hand over Individual instruction
established wrist Individual job
schedule without Total hand Job crew
being told over hand Sign language
Naturally occurring
d. Adjust daily gestures
patterns in Total communication
response to
special Materials:
circumstances Picture schedule
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ACHIEVEMEN OF
T EVALUATIO
N
Self-monitoring
e. Request changes checklist
in routine when
deemed
necessary
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ACHIEVEMEN OF
T EVALUATIO
N
3. Follow rules Independent Integrate into all Integrate into all Fading % of Multi
established for Indirect activities environments Time delay accuracy recording
specific settings verbal Least to most hierarchy Event
Direct verbal Most to least hierarchy # correct recording
Gestural # trials TMR data
Subobjectives: Model Shaping checklist
Physical Imitation
a. Follow rules Simulation
within the independent Manipulation of
classroom w/verbal environment
b. Follow rules shoulder Distributed practice
within the Hand on upper Multi trial
school arm Incidental teaching
Hand on elbow
c. Follow rules in Hand over Large group instruction
community lower arm Small group instruction
settings Hand over Individual instruction
d. Follow posted Total hand Job crew
rules/sign in over hand Enclave
various settings
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Assuming Responsibility For Self
ACHIEVEMEN OF
T EVALUATIO
N
1. Take deliberate Independent Integrate into all Integrate into all Least to most hierarchy % of Multi trial
steps to increase Indirect activities environments to least hierarchy accuracy Total task
comfort and verbal Response
safety in Direct verbal Shaping # correct latency
response to Gestural Imitation # trials data
natural cues Model Simulation checklist
Physical Manipulation of # of minutes
environment
Subobjectives: Independent Massed practice
a. Make Hand on Total task
adjustments in shoulder Multi trial
behavior in Hand on upper Incidental teaching
response to arm
environmental Hand on elbow Large group instruction
changes (e.g., Hand over Small group instruction
rain, cold lower arm Individual instruction
weather) Hand over Individual job
wrist Job crew
b. Demonstrate Total hand Enclave
knowledge of over hand
safe behavior in Sign language
school and Naturally occurring
community gestures
settings Total communication
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Goal Area: Assuming Responsibility for Self
ACHIEVEMEN OF
T EVALUATIO
N
2. Take deliberate Independent Integrate into all Integrate into all Fading % of Multi trial
steps to avoid, Indirect activities environments Time delay accuracy TMR data
negative verbal Least to most hierarchy checklist
consequences in Direct verbal Most to least hierarchy # correct
interpersonal Gestural # trials
interactions Model
Physical Shaping
Imitation
Subobjectives: Independent Simulation
a. . Respond to w/verbal Manipulation of
verbal warnings in Hand on environment
order to avoid shoulder Massed practice
negative Hand on upper Distributed practice
consequences arm Multi trial
b. Respond to social and over
cues in order to lower arm Large group instruction
avoid negative Hand over Small group instruction
consequences wrist Individual instruction
(e.g., facial Total hand Individual job
expressions, over hand Job crew
threatening Enclave
situations such as
rowdy gang of Sign language
students) Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
Materials:
Mirror
Photographs
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ACHIEVEMEN OF
T EVALUATIO
N
3. Monitor own Independent Integrate into all Integrate into all Fading % of Multi trial
performance in Indirect activities environments Time delay accuracy Total task
regard to target verbal Least to most hierarchy TMR data
behavior(s) Direct verbal Most to least hierarchy # correct checklist
Gestural # trials
Model Shaping
Subobjectives: Physical Imitation
Manipulation of
a. Identify correct/ independent environment
incorrect response w/verbal Massed practice
in a given Hand on Distributed practice
situation shoulder Total task
b. Utilize system arm Incidental teaching
designed to Hand on elbow
monitor own Hand over Large group instruction
target behavior lower arm group instruction
Hand over Small individual instruction
c. Adjust behavior wrist Individual job
as a result of self- Total hand Job crew
monitoring over hand Enclave
techniques
language
d. Set personal goals Naturally occurring
for behavior gestures
Total communication
e. Use or devise
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ACHIEVEMEN OF
T EVALUATIO
N
strategy to Materials:
maintain Tape recorder
appropriate Videotape/photos of student
behavior performing
target behavior
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Goal Area: Initiating an Interaction
ACHIEVEMEN OF
T EVALUATIO
N
1. Exhibit behavior Independent Integrate into all Integrate into all Fading % of Multi trial
in an effort to Indirect activities environments Time delay accuracy TMR data
initiate an verbal Least to most hierarchy checklist
interaction Direct verbal Most to least hierarchy # correct Event
Gestural # trials recording
Model Shaping
Subobjectives: Physical Imitation Frequency
Simulation
a. Initiate vocal independent Manipulation of
play w/verbal environment
b. Use consistent shoulder Distributed practice
signal to initiate Hand on upper Multi trial
an interaction arm Incidental teaching
Hand on elbow
c. Use social Hand over Large group instruction
greeting lower arm Small group instruction
Total hand crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Initiating an Interaction
ACHIEVEMEN OF
T EVALUATIO
N
2. Seek out others in Independent Integrate into Integrate into all Fading % of Multi trial
order to initiate an Indirect activities environments Time delay accuracy Total task
interaction verbal Least to most hierarchy TMR data
Subobjectives: Gestural # trials event recording
Model Shaping
a. Seek out others in Physical Imitation Frequency
order to express Simulation
wants/needs Independent Manipulation of
b. Seek out others in Hand on Massed practice
order to exchange shoulder Distributed practice
information Hand on upper Total task
arm Multi trial
c. Adapt behavior in Hand on elbow Incidental teaching
response to Hand over
different people lower arm Large group instruction
d. Adapt behavior in wrist Individual instruction
response to Total hand Individual job
different settings over hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Indicating Preferences
ACHIEVEMEN OF
T EVALUATIO
N
1. Differentially Independent Integrate into all Integrate into all Fading % of Multi trial
respond to Indirect activities environments Time delay accuracy TMR data
objects, persons, verbal Least to most hierarchy checklist
and events based Direct verbal Most to least hierarchy # correct Response
on Preferences Gestural # trials latency
Model Shaping
Physical Imitation # of minutes
Subobjectives: Simulation
a. . Use consistent Independent Manipulation of
response to w/verbal environment
indicate choice Hand on Massed practice
b. . Reject non- Hand on upper Multi trial
preferred objects, arm Incidental teaching
persons, and and on elbow
events Hand over Large group instruction
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
2. Make choices Independent Integrate into all Integrate into all Fading % of Multi trial
from among Indirect activities environments Time delay accuracy Response
alternatives verbal Least to most hierarchy latency
presented Direct verbal to least hierarchy # correct TMR data
Gestural # trials checklist
Model Shaping
Subobjectives: Physical Imitation # of minutes
Simulation
a. Make choices Independent Manipulation of
from among two w/verbal environment
alternatives Hand on Massed practice
b. Make choices Hand on upper Multi trial
from among 3-4 arm Incidental teaching
alternatives Hand on elbow
c. Make choices lower arm Small group instruction
from among 4 or Hand over Individual instruction
more alternatives wrist Individual job
Total hand Job crew
over hand Enclave
language
Naturally occurring
gestures
communication
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ACHIEVEMEN OF
T EVALUATIO
N
3. Act to obtain a Independent Integrate into all Integrate into all Fading % of Multi trial
preferred object Indirect activities environments Time delay accuracy Total task
Subobjectives: Gestural # trials Event
Model Shaping recording
a. Act to obtain a Physical Imitation Frequency
preferred object Simulation
that is visible Independent Manipulation of
b. Act to obtain a Hand on Massed practice
preferred object shoulder Distributed practice
that is not visible Hand on upper Total task
arm Multi trial
Hand over
over hand Job crew
Enclave
Sign language
Naturally occurring
gestures
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ACHIEVEMEN OF
T EVALUATIO
N
Total communication
Techniques to
facilitate movement
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ACHIEVEMEN OF
T EVALUATIO
N
4. Suggest Independent Integrate into all Integrate into all Fading % of Multi trial
alternatives to Indirect activities environments Time delay accuracy TMR data
proposed choices verbal Least to most hierarchy checklist
Gestural # trials
Physical Shaping
Imitation
on environment
on upper Distributed practice
arm Multi trial
on elbow Incidental teaching
over
over Small group instruction
hand Individual job
over hand Job crew
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Expressing Self To Others
ACHIEVEMEN OF
T EVALUATIO
N
1. Engage in vocal Independent Integrate all Integrate into all Fading % of Multi trial
play Indirect activities environments Time delay accuracy Event
Direct verbal most to least hierarchy # correct
Subobjectives: Gestural # trials
Model Shaping
a. Produce single Physical Imitation Frequency
sounds Manipulation of
b. Produce w/verbal Distributed practice
consonant and Hand on Multi trial
vowel shoulder Incidental teaching
combinations Hand on upper
Hand over Job crew
wrist Enclave
Total hand
Naturally occurring
gestures
Total communication
Materials:
Microphone
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ACHIEVEMEN OF
T EVALUATIO
N
2. Use signal (i.e., Independent Integrate into all Integrate into all Fading % of Multi trial
gestures/sound) Indirect activities environments Time delay accuracy TMR data
to communicate verbal Least to most hierarchy checklist
with meaning Gestural Most to least hierarchy # correct Event
Physical # trials recording
Shaping
Subobjectives: independent Imitation Frequency
a. Use signal to Hand on environment Frequency
again attention shoulder Distributed practice
b.Point/gesture/voca arm Incidental teaching
lize to express Hand on elbow
wants and needs over Large group instruction
Hand lower arm Small group instruction
c. Use specific Hand over Individual instruction
signal to express wrist Individual job
wants and needs Total hand Job crew
over hand Enclave
d. Use sounds or
words to Sign language
communicate Naturally occurring
“yes” and “no” gestures
Total communication
Techniques to
facilitate isolated
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ACHIEVEMEN OF
T EVALUATIO
N
finger movements/
wrist/hand/ arm
movements
Materials:
Buzzer or bell
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ACHIEVEMEN OF
T EVALUATIO
N
3. Communicate Independent Integrate into all Integrate into all Fading % of Multi trial
meaningfully Indirect activities environments Time delay accuracy Event
using single verbal Least to most hierarchy recording
words Direct verbal Most to least hierarchy # correct TMR data
Gestural # trials checklist
Model Shaping Speech sample
Subobjectives: Physical Imitation Frequency
Manipulation of
a. Name common Independent environment
objects/people w/verbal Massed practice
(________) Hand on Distributed practice
b. Identify actions Hand on upper Incidental teaching
in the arm
environment Hand on elbow Large group instruction
(_________) Hand over Small group instruction
c. Indicate wants Hand over Individual job
with single wrist Job crew
words Total hand Enclave
(_________) over hand
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
meaningfully Indirect activities environments Time delay accuracy TMR data
using 2-3 words verbal Least to most hierarchy checklist
Direct verbal Most to least hierarchy # correct Speech sample
Gestural # trials
Subobjectives: Model Imitation
Physical Manipulation of Mean Mean length of
a. Describe common environment of utterance
objects and people Independent Distributed practice
using 2-3 words w/verbal Multi trial
b. Describe actions in shoulder
the environment Hand on upper Large group instruction
using 2-3 words arm Small group instruction
c. Indicate wants Hand over Individual job
and make lower arm Job crew
comments using Hand over Enclave
2-3 words wrist
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
5. Communicate Independent Integrate into all Integrate into all Fading % of -Multi trial
using 4-5 words verbal Least to most hierarchy checklist
Gestural # trials
Subobjectives: Model Imitation
a. Describe Physical Manipulation of Mean length of
common environment utterance
objects/people Independent Distributed practice
using 4-5 words w/verbal Multi trial
b. Describe actions shoulder
in the Hand on upper Large group instruction
environment arm Small group instruction
using 4-5 words Hand on elbow Individual instruction
c. Indicate wants lower arm Job crew
and make Hand over Enclave
comments using wrist
4-5 words Total hand Sign language
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
using 5+ words verbal Least to most hierarchy checklist
Direct verbal to least hierarchy # correct Speech sample
Gestural # trials
Subobjectivies: Model Shaping
a. Describe common Physical Imitation Mean length of
objects/people Manipulation of utterance
using 5+ words Independent environment Mean
b. Describe actions Hand on Multi trial
in the shoulder Incidental teaching
environment Hand on upper
using 5+ arm Large group instruction
words Hand on elbow Small group instruction
c. Indicate wants lower arm Individual job
and make Hand over Job crew
comments with wrist Enclave
short word Total hand
phrases over hand Sign language
Naturally occurring
d. Speak in complete gestures
sentences Speak Total communication
about past or
future events
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ACHIEVEMEN OF
T EVALUATIO
N
with appropriate Indirect activities. environments Time delay accuracy TMR data
vocabulary verbal Least to most hierarchy checklist
Gestural # trials
Physical Imitation
a. Use prepositions Simulation
to describe Independent Manipulation of
location w/verbal environment
b. Use of quantity shoulder Multi trial
words to describe Hand on upper Incidental teaching
"how much?", arm
"how many?" Hand on elbow Large group instruction
wrist Job crew
Total hand Enclave
over hand
Sign language
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
8. Share information Independent Integrate into all Integrate into all Fading % of
with others Indirect activities environments Time delay accuracy Multi trial
Direct verbal Most to least hierarchy TMR data
Gestural # correct checklist
Subobjectives: Model shaping # trials Event
Physical Imitation recording
a. Describe Manipulation of Frequency
experiences in Independent environment
sequential order w/verbal Distributed practice
Hand on Multi trial
b. Provide personal shoulder Incidental teaching
information Hand on upper
c. Take and relay Hand on elbow Small group instruction
messages Hand over Individual instruction
Hand over Job crew
wrist Enclave
Total hand
Naturally occurring
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
9. Use language Independent Integrate into all Integrate into all Fading % of Multi trial
socially Indirect activities environments Time delay accuracy TMR data
Subobjectives: Gestural # trials Event recording
model Shaping
a. Carry out simple Physical Imitation Frequency
conversations in Manipulation of
1:1 situation Independent environment
b. Carry out simple Hand on Multi trial
conversation in shoulder Incidental teaching
small group Hand on upper
c. Use greetings and Hand on elbow Small group instruction
farewells in Hand over individual instruction
context lower arm Individual job
Hand over Job crew
d. Maintain topic of wrist Enclave
conversation Total hand
e. Take turn in Naturally occurring
conversation gestures
Total communication
f. Change topic
during
conversation
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ACHIEVEMEN OF
T EVALUATIO
N
g. Express opinion
during
conversation
h. Terminate
conversation
appropriately
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Goal Area: Helping/Requesting
ACHIEVEMEN OF
T EVALUATIO
N
1. Seek Independent Integrate into all Integrate into all Fading % of Multi trial
assistance when Indirect activities environments Time delay accuracy Total task
needed verbal Least to most hierarchy TMR data
Gestural # trials Event recording
Physical Imitation Frequency
a. Use consistent Simulation
signal to request Independent Manipulation of
assistance w/verbal environment
b. Direct shoulder Distributed practice
request for Hand on upper Total task
assistance to most arm Multi trial
appropriate Hand on elbow Incidental teaching
persons that is Hand over
visible lower arm Large group instruction
c. Seek out most wrist Individual instruction
appropriate Total hand Individual job
person to request over hand Job crew
assistance Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Helping/Requesting
ACHIEVEMEN OF
T EVALUATIO
N
2. Provide Independent Integrate into all Integrate into all Fading % of checklist
assistance to Indirect activities environments Time delay accuracy Event recording
others verbal Least to most hierarchy
Gestural . # trials
a. Respond to direct Simulation
requests for Independent Manipulation of
assistance w/verbal environment
b. Offer objects shoulder Distributed practice
c. Anticipate arm Incidental teaching
anothers need for Hand on elbow
assistance Hand over Large group instruction
Total hand Job crew
over hand Enclave
Sign language
Naturally occurring
gestures
Total communication
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Goal Area: Coping with Negatives
ACHIEVEMEN OF
T EVALUATIO
N
1. Express negatives Independent Integrate into all Integrate into all Fading % of Multi trial
and/or Indirect activities environments Time delay accuracy TMR data
displeasure in an verbal to most hierarchy checklist
appropriate Direct verbal to least hierarchy # correct Event recording
manner Gestural # trials
Model Shaping
Subobjectives: Simulation
a. Use consistent, w/verbal environment
understandable Hand on practice
response to shoulder Distributed practice
indicate Hand on upper trial
displeasure or arm Incidental teaching
rejection Hand on elbow
Hand over group instruction
b. Wait for lower arm group instruction
appropriate time over Individual instruction
to indicate wrist Individual job
displeasure Total hand Job crew
over hand Enclave
c. Communicate
displeasure in a language
calm manner Naturally occurring
gestures
communication
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ACHIEVEMEN OF
T EVALUATIO
N
2. Comply with Independent Integrate into all Integrate into all Fading % of Multi trial
requests to stop Indirect activities environments Time delay accuracy TMR data
negative behavior verbal Least to most hierarchy checklist
Direct verbal Most to least hierarchy # correct Event recording
Subobjectives: Gestural Shaping # trials
Model Imitation
a. Respond to Physical Manipulation of Frequency
suggested environment
alternative when Independent Distributed practice
asked to stop w/verbal Multi trial
negative behavior Hand on Incidental teaching
shoulder
b. Initiate alter- Hand on upper Large group instruction
native response arm Small group instruction
when asked to Hand on elbow Individual instruction
stop negative Hand over Individual job
behavior lower arm Job crew
Hand over Enclave
wrist
gestures
Total communication
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ACHIEVEMEN OF
T EVALUATIO
N
displeasure in Indirect activities environments Time delay accuracy TMR data
order to change an verbal Least to most hierarchy checklist
event Direct verbal Most to least hierarchy # correct Event recording
Gestural # trials
Model
Subobjectives: Physical Shaping Frequency
Imitation
a. Select from Independent Simulation
acceptable, w/verbal manipulation of
reasonable Hand on environment
choices an shoulder Massed practice
alternative object Hand on upper Distributed practice
or activity arm Multi trial
b. Suggest Hand over
acceptable, lower arm Large group instruction
reasonable Hand over Small group instruction
alternative to wrist Individual instruction
nonpreferred Total hand Individual job
object or activity over hand Job crew
Enclave
Sign language
Naturally occurring
gestures
Total communication
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Interpersonal Communication and Social Skills:
Related References and Resources
Certo, N., & Kohl, F. (1984). A strategy for developing interpersonal interaction instructional
content for severely handicapped students. In N. Certo, N. Haring & R. York (Eds.),
Public school integration of severely handicapped students (pp. 221-245). Baltimore:
Paul H. Brookes.
Falvey, M. A. (1986). Communication skills. In M. Falvey, Community-based curriculum.

Instructional strategies for students with severe handicaps (pp. 163-186). Baltimore: Paul
H. Brookes.
Gaylord-Ross, R. J., & Pitts-Conway, V. (1984). Social behavior development in integrated

secondary autistic programs. In N. Certo, N. Haring & R. York (Eds.), Public school
integration of severely handicapped students (pp. 197-220). Baltimore: Paul H. Brookes.
Haring, T.C., & Lovinger, L. (1989). Promoting social interaction through teaching generalized
play initiation responses to preschool children with autism. The Journal of The
Association for Persons with Severe Handicaps, 14(1), 58-67.
Horner, R.H., & Budd, C.M. (1985). Acquisition of manual sign use: Collateral reduction of
maladaptive behavior, and factors limiting generalization. Education and Training of the
Mentally Retarded, 20, 39-47.
Hunt, P., Alwell, M. & Goetz, L. (1988). Acquisition of conversation skills and the reduction of
inappropriate social interaction behaviors. The Journal of The Association for Persons
with Severe Handicaps, 13(1), 20-27.
Keogh, D., Whitman, T., Beeman, D., Halligan, K., & Starzynske, T. (1987). Teaching
interactive signing in a dialogue situation to mentally retarded individuals. Research in
Matson, J. L., Manikam, R., Coe, D., Raymond, K., Taras, M., & Long, N. (1988). Training
social skills to severely mentally retarded multiply handicapped adolescents. Research in
Storey, K., & Gaylord-Ross, R. (1987). Increasing positive social interactions by handicapped
individuals during a recreational activity using a multicomponent treatment package.
Research in Developmental Disabilities, 8, 627-649.
Wheeler, J.J., Bates, P., Marshall, K.J., & Miller, S.R. (1988). Teaching appropriate social
behaviors to a young man with moderate mental retardation in a supported competitive
employment setting. Education and Training in Mental Retardation, 23, 105-116.
APPENDICES
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APPENDIX A:
Parent Survey Formats
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FORMAT 1: OPEN-ENDED QUESTIONNAIRE FOR PARENTS
Communication Programming Information
1. Describe the way your son/daughter communicates.
2. Which do you see as being your son's/daughter's preference?
3. Which of the following behaviors does your son/daughter exhibit when communicating?
smiling
frowning
eye blinking
looking at objects/persons
gesturing/pointing
signing
touching
pulling person
banging objects
laughing
crying/whining
screaming
making sounds
words
other
4. Describe conditions, including times, events, people, places, and materials present when
your son/daughter communicates.
5. Does your son/daughter respond to commands? If yes, give examples.
6. Does your son/daughter answer questions? If yes, give examples.
7. Does your son/daughter functionally use objects? If yes, give examples.
8. List the objects, persons, places, activities, and emotions that you wish your son/daughter
to be able to communicate.
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9. What objects, food, toys, materials, music, expressions, persons, and so forth, are
positively reinforcing to your son/daughter?
10. What body parts does your son/daughter use voluntarily when participating in activities
and/or manipulating objects?
11. List adaptive equipment and/or physical assistance needed by your son/daughter.
Describe his/her preferred position(s).
12. Does your son/daughter have visual or auditory difficulties? If yes, describe.
13. What language(s) are spoken at home?
Adapted from: Falvey, M.A. (1986). Community-based curriculum: Instructional strategies for
students with severe handicaps. Baltimore: Paul H. Brookes
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Example 2: General Programming Information
1. What types of jobs does your son/daughter perform at home?

For example: Making his or her bed
Setting the table
Watering the lawn
Preparing a meal
Raking leaves
2. Does your son or daughter have any jobs outside the home?
3. What jobs do the nonhandicapped siblings perform at home?
4. Does your son or daughter have any special hobbies or interests?
5. What type or responsibilities at home would you like your son or daughter to be able to
perform?
6. In terms of feeding himself or herself, are there any skills you would like your son or
daughter to perform?
For example: Using a knife
Cooking
7. What dressing skills would you like your son or daughter to perform?
For example: Buttoning
Caring for clothing
8. In terms of personal hygiene, what are the skills your son or daughter has now and what
would you like him or her to learn?
9. What types of home recreational and leisure activities would you like your son or
daughter to learn?
10. How does your son or daughter get along with other family members?
11. What skills would enable him or her to participate more in family activities?
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12. What places do you think your son or daughter might go when he or she is older?
13. In the future, where do you see your son or daughter living?
For example: Supervised apartment
Group home
14. What type of work do you think your son or daughter might do when he or she is older?
15. What activities does your son or daughter now enjoy that might lead to vocational
preparation?
16. What skills and/or activities not already mentioned would you like your son or daughter
to learn so that you don't always have to do them for him or her?
Adapted from: Falvey, M.A. (1986). Community-based curriculum: Instructional strategies for
students with severe handicaps. Baltimore: Paul H. Brookes
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FORMAT 2: COMBINATION OPEN-ENDED AND CHECKLIST STYLE
PARENT QUESTIONNAIRE
Home Leisure Activities Survey
Student ______________________ Date:___________ Completed by: ___________________
1. Please list any leisure activities available in your home, including other children's toys
and games, in which your' child has shown interest.
2. What are your child's favorite leisure activities?
3. What does your child typically do during his or her free time?
4. Can you list some indoor or outdoor activities your family enjoys doing together?
(Please list these beginning with those you mast prefer).
5. Are there any special space or transportation needs that we should consider in planning
leisure or recreation activities for your child?
6. People resources: Are there other people in the home who spend leisure time with your
child? Who and what would you like your child to be able to do with these persons?
7. Which of these activities are available in the home?
Lego
Pinball Games
TV Video Games
Lite-Brite
Portable Bowling
Simon
Marble Rollway
Remote Control Toys
Target Games
Musical Toys
8. Please assign a rating to each activity to indicate how interesting you think your child
would find the activity.
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1 = not very interesting; 2 = somewhat interesting; 3 = very interesting
Lego
Pinball Games
TV Video Games
Lite-Brite
Portable Bowling
Simon
Marble Rollway
Remote Control Toys
Target Games
Musical Toys
9. Which of these activities is your child permitted to play with?
Lego
Pinball Games
TV Video Games
Lite-Brite
Portable Bowling
Simon
Marble Rollway
Remote Control Toys
Target Games
Musical Toys
10. Which of these activities do you feel are appropriate leisure time activities for your child?
Lego
Pinball Games
TV Video Games
Lite-Brite
Portable Bowling
Simon
Marble Rollway
Remote Control Toys
Target Games
Musical Toys
Adapted from: Wuerch, B., & Voeltz, L. (1982). Longitudinal leisure skills for severely
handicapped learners: The Ho'onanea curriculum component. Baltimore: Paul Brookes
Publishers.
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Dear
The skill areas below are part of the curriculum used in _______________________’s
classroom. In each area of instruction, check the skills which are important for your child to
learn. You may wish to include skills your child would enjoy learning. Use the space provided
to comment or describe the choices in greater detail.
Self-Care Skills
Comments
Eating
Toileting
Dressing
Care of Clothing
Health Care
Other (describe)
Communicating with Others

Comments
Responding to the Environment

Responding to Others
Expressing Self to Others
Interacting with Others
Expresses personal information (e.g., name, address, phone for safety)
Using the Telephone
Other (please describe)
Domestic Skills
Comments
Cleaning
Food Preparation
Safe use of appliances
Home Safety
Money Management
Grocery Shopping
Laundry
Gardening
Home Repairs
Other (please describe
Vocational Skills
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Comments
Job Skills
Caring for Possessions
Work Habits
Tool Use and Safety
Getting a Job
Keeping a Job
Recreation/Leisure
Comments
Game Activities
Individual Sports
Team Sports
Physical Fitness
Hobbies
Travel (e.g., within the school, in the community)
Functional Academics
Comments
Functional Reading (e.g. safety words, personal information, menus, grocery

information, matching grocery pictures to products)
Functional Writing (e.g. name, address, phone number, grocery lists)
Functional Math (e.g. measuring, reading a clock, setting a timer, using money)
Please comment on any other concerns you have for your child this school year. Of those items
you have checked, please list at least five skills to be considered in planning the IEP.
Most important: 1.
2.
3.
4.
5.
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Reinforcer Survey
Please tell me what things your child enjoys. This will help me select rewards for good work
during school. Place an "X" next to the things that are favorites. If your child likes something A
LOT, put "XX" in the space provided.
FOOD ACTIVITIES
pretzels games (specify __________)

chips hobby (specify __________)
cookies free time
cereal listening to music (specify ________)
ice cream going outside
raisins looking a book
peanuts interacting w/peers
candy interacting w/adults
pudding swimming/waterplay
jello swings
fruit bowling
crackers slide
raw vegetables computer
cheese television ,show (specify-)
popcorn movies
soda sports events
juice field trip
milk having hair done/doing nails
tea party/dancing
coffee/decaf coffee go to dinner/lunch
granola bar use telephone
hot chocolate
Other (please write in favorite, Other (please write in favorite, if not listed
if not listed above) above)
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OBJECTS/POSSESSIONS SOCIAL
dolls praise (specify _____)

mechanical toys "Nice job!"
whistles "Good work!"
musical instruments tickling
radio patty-cake
tape recorder wrestling
puzzles laughing
stuffed animal winking
stickers pat on back
decals smiling
certificate handshake/give me five
jewelry group recognition
balloon having visitors/visiting
ball cheering
crayons clapping
paints
comb
perfume
makeup
T-shirt
money
record
tape
Other (please write in favorite, Other (please write in favorite, if not listed
if not listed above) above)
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APPENDIX B:
Sample IEPs
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APPENDIX C:
Glossary of Terms
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GLOSSARY OF TERMS
Backward Chaining - A procedure which is used to develop a complex skills by training

individual components of the behavior in a backward fashion. When using this procedure, the
final step in the sequence of steps required to perform a behavior is trained first. When this has
been learned, instruction shifts to the next to last response, etc. until the entire chain has been
mastered.
Chronological Age Appropriateness - Utilization of environments, activities, skills, language,

attitudes, and instructional materials that are associated in affirmative, culturally sanctioned and
respected ways, with a particular age group.
Distributed Practice - The arrangement of instructional trials such that responses from several
training programs are interspersed between repeated trials of another program.
Ecological Inventory - The process of generating a list of behaviors that reflect the actual skills
necessary to participate within current and future home, school, community, and work settings.
Enclave - A small group of people with disabilities (up to eight) working within an industry
under the supervision of a trained human service professional. Individuals in this type of setting
usually get paid a sub-minimum wage based on piece work.
Fading - The gradual reduction of teacher prompts (e.g., verbal, visual, gestural, physical
assistance) and/or reinforcement which support a student's performance of a desired behavior.
Forward Chaining - A procedure which is used to develop a complex skill by training

individual components of the behavior in a forward fashion. When using this procedure, the first
step in the sequence is actively trained. When the student has learned this step, s/he receive
instruction on the second step in the chain. Over time, the student learns to perform each of the
component steps in the correct sequence.
Functional Skill - Refers to an action that is useful for a learner. In order to assess functionality,
determine if the skill in question would have to be performed by someone else if the student is
not able to perform it.
Graduated Guidance - A training strategy that employs various degrees of physical prompting
to put a learner through a response. The physical guidance is then gradually reduced until
assistance is faded completely. It can be distinguished from physical prompting in that
graduated guidance allows for the amount of the instructor's manual pressure to be adjusted from
moment to moment depending upon the student's responsiveness.
Incidental Teaching - A training strategy in which instruction is embedded in ongoing

activities. The flow of the activity is briefly interrupted in to teach or wait for a target response
from the student.
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Imitation - Purposeful copying of the actions or sounds of another as a strategy to learn new
behaviors.
Individualized Adaptations - Portable objects, materials, and other phenomena created for and
used by individuals with severe disabilities so they can at least partially participate in integrated
environments and activities.
Least-to-Most-Hierarchy - A planned sequence of instructional prompts which begins with a

minimal level of teacher assistance, moving to more powerful prompts if the student does not
respond and/or makes an error with less assistance.
Manipulation of Environment - A purposeful arrangement of the environment as a means of

eliciting a desired response or behavior. For example, a desired object could be put out of the
reach of a learner as a means of encouraging him/her to request help.
Massed Practice - Repeated trials on the same skill/response within a short period of time.
Typically, the skill is taken out of its natural context for isolated practice.
Most-to-Least Hierarchy - A planned sequence of instructional prompts in which the teacher

begins with an intensive level of assistance, maximizing the chance that the student will respond
correctly, subsequently fading to less intrusive prompts as the student begins to respond
consistently.
Shaping - The reinforcement of successive approximations of a response which leads to the

development of a new behavior. The success of the procedure is dependent on the presence of a
behavior which is performed relatively often which roughly approximates the desired target
behavior. When using this procedure, it is critical to withhold reinforcement for behaviors that
ate not clear steps toward the target behavior, while reinforcing closer approximations to it.
Gradually the requirement for reinforcement is increased until the goal behavior is fully
developed.
Simulation - A training situation that is designed to resemble the natural environment in order to
provide intensive instruction in relation to a target skill and/or its component steps. It is
commonly used as an adjunct to community instruction.
Time delay - The introduction of increasingly longer periods of time between the presentation of
the cue for a student to respond, and the provision of teacher assistance to perform the response.
The purpose of this strategy is to teach the student to anticipate the desired response and perform
it before teacher assistance is required.
Total task - A procedure which is used to develop a complex skill by training all steps of the
behavior in the sequence in which they naturally occur during each instructional trial.
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Life Skills Curriculum - Secondary 1

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Life Skills Curriculum - Secondary 1

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THE SCHOOL DISTRICT OF PHILADELPHIA

OFFICE FOR SCHOOL OPERATIONS

LIFE SKILLS PROGRAM

Director of Program Development

Dr. Cynthia M. Janssen

Life Skills Administrator

Janet Barsky Phyllis Levin

A special note of thanks to Iva Coleman for her dedication and

Curricular Domains and Goal Areas

Recreation and Leisure

Interpersonal Communication and Social Skills

Appendix A - Sample Parent Survey Forms

Appendix B - Sample IEP Forms

Purpose of the Manual

Organization of Curriculum Manual

Organization of Instructional Objectives

4. Functional Academics. Skills which represent an application of an academic skill

6. Interpersonal Communication and Social Skills. Skills which are necessary to

Students with moderate to severe handicaps require a systematic program of instruction

Assessment of Student Abilities

Assessment is the process of gathering information in order to make educational

Adaptive Behavior Scales/Skill Checklists. Adaptive behavior scales and criterion-

Parent/Caretaker Inventory. Due to its importance in the assessment and instructional

1. Delineate the environments within each domain that are available to

2. Delineate the subenvironments within each environment;

3. Delineate the activities that occur within each subenvironment;

4. Delineate the specific skills required or expected in order to participate in each

Identification of Instructional Priorities

1. Consideration of the student's and caregiver's preferences. Student preference is

2. Consideration of societal values. Identification of societal values can enter into

3. Consideration of significant others. In addition to parents, the preferences of

5. Consideration of partial participation. Independence is not the only valued

Use of Alternate Performance Strategies

Alternative performance strategies are nontypical ways of performing normal functions.

Traditional approaches to instruction target component skills of a larger activity as a unit

Modify environments that support maladaptive behavior. Frequently, reinforcement such

Collectively, these strategies represent current recommendations regarding sound

Browder, D. (1987). Assessment of individuals with severe handicaps. Baltimore: Paul H.

HOW TO USE THIS MANUAL

Components of an Instructional Objective

2. CONDITIONS. The specific conditions under which the student is to respond

a. the antecedent cue, prompt, or set of circumstances

3. CRITERIA. The established level of performance which represents mastery for

When appropriate the following should also be identified:

1. Any specialized materials or equipment required by the student.

Relationship Between Objective Components and Curriculum Manual

Behavior. The body of this curriculum manual consists of potential instructional

THE BEHAVIORS REFLECTED IN INSTRUCTIONAL OBJECTIVES

Conditions. In addition to a listing of possible instructional objectives, this manual

THE ACTIVITIES AND SETTINGS INCLUDED IN INSTRUCTIONAL

Performance Criteria. The column labeled "Level of Achievement" delineates units of

Instructional procedure. Strategies which describe the Components of Instructional

Prompt Materials (adaptive)

Sample Objectives with Components Labeled:

TOTAL TASK When cooking activity

MULTI TRIAL When shopping activity

When placed in a supported position

Figure 1. Components of sample instructional objectives, organization or sequence of the

Instructional arrangement. The context in which instruction is provided is described in

Method of communication. The way in which information is relayed to the student is

Types of Instructional Objectives

Acquisition refers to adding new behaviors to a student's repertoire of skills.