Miami-Dade County Public Schools Prekindergarten Program for Children with Disabilities ACTIVITIES...

Miami-Dade County Public Schools Miami-Dade County Public Schools Prekindergarten Program for Children with DisabilitiesPrekindergarten Program for Children with Disabilities

ACTIVITIES FOR 1:1 AND ACTIVITIES FOR 1:1 AND 3:13:1

PREKINDERGATEN PROGRAM FOR PREKINDERGATEN PROGRAM FOR ASD CHILDRENASD CHILDREN

MIAMI-DADE COUNTY PUBLIC MIAMI-DADE COUNTY PUBLIC SCHOOLS SCHOOLS

Work TimeWork Time1:1 time1:1 time

Activities appropriate for Individual Instruction:Activities appropriate for Individual Instruction:• Attending behaviorsAttending behaviors

Imitation skillsImitation skillsFollowing simple verbal commandsFollowing simple verbal commandsFollowing functional classroom directionsFollowing functional classroom directions

• Cognitive skills Cognitive skills • Receptive language skillsReceptive language skills• Expressive language skillsExpressive language skills• Fine motor skillsFine motor skills• Independent Work SystemIndependent Work System


Activities appropriate for Individual Instruction:Activities appropriate for Individual Instruction:Attending Behaviors:Attending Behaviors:

1.1. Imitation of actions-Imitation of actions-clapping hands, stomping feet, tapping table, putting arms above head, clapping hands, stomping feet, tapping table, putting arms above head, putting arms out to side, rubbing hands together, touching fingers together, putting arms out to side, rubbing hands together, touching fingers together, arms above head with fingers touching, patting hands on head, patting hands arms above head with fingers touching, patting hands on head, patting hands on shoulders, patting hands on knees, patting hands on stomach, patting on shoulders, patting hands on knees, patting hands on stomach, patting hands on toes, standing, sitting, turning around, knocking on table, jumping, hands on toes, standing, sitting, turning around, knocking on table, jumping, waving bye-bye, clapping hands above head.waving bye-bye, clapping hands above head.

2.2. Imitation of actions with objects-Imitation of actions with objects-tapping drum with stick, stacking a block, putting pencil in a cup, combing tapping drum with stick, stacking a block, putting pencil in a cup, combing hair with comb, stirring with spoon, putting on hat, talking on telephone, hair with comb, stirring with spoon, putting on hat, talking on telephone, eating pizza, shaking maraca, brushing hair, drawing with crayon on paper, eating pizza, shaking maraca, brushing hair, drawing with crayon on paper, opening a book, rolling play-doh on table, putting on sunglasses, putting opening a book, rolling play-doh on table, putting on sunglasses, putting object in container.object in container.

3.3. Following one-step commands-Following one-step commands-““clap hands,clap hands,”” ““stomp feet,stomp feet,”” ““tap table,tap table,”” ““put arms up,put arms up,”” ““touch head,touch head,”” ““touch touch shouldersshoulders””, , ““touch knees,touch knees,”” ““touch stomach,touch stomach,”” ““touch toes,touch toes,”” ““stand up,stand up,”” ““sit down,sit down,”” ““turn around,turn around,”” ““knock,knock,”” ““jump,jump,”” ““wave bye-bye,wave bye-bye,”” ““put in.put in.””

4.4. Following functional classroom directions-Following functional classroom directions-““Go to the door,Go to the door,”” ““Check schedule,Check schedule,”” ““Go to the bathroom,Go to the bathroom,”” ““Come here,Come here,”” ““Wash Wash your hands,your hands,”” ““Get your backpack,Get your backpack,”” ““Throw it away,Throw it away,”” ““Wipe your mouth/nose,Wipe your mouth/nose,”” ““Hold hands.Hold hands.””


Activities appropriate for Individual Instruction:Cognitive/Matching Skills:

Matching objects, pictures, photographs, pictures of common people, drawings(Boardmaker), names in print (self, peers).

Use language to identify what is being matched. (Example) “Match ball.” “Match horse.” “Match A.” “Match mommy.” “Match Jose.” “Match apple.” “Match small group.”

IDEA:While teaching new matching skills: object to object, picture to picture, object to

picture, drawing to drawing, or print to print, vary the items so that one in the array is an easy task the child has already mastered. (Example) If the child is learning to match two objects, place one object (car) on the table and a peg board. Give the child the peg to place in the peg board, then the other object to Match giving the instruction, “Match

car.”

Suggestions for matching tasks:*putting group of farm animals in a toy barn*putting together easy inset puzzle*putting group of cars on a race track, garage, or road mat.*putting little people in a doll house.


Activities appropriate for Individual Instruction:Receptive Language Skills:

Identifying objects, pictures, photographs, pictures of common people,

drawings (Boardmaker), names in print (self, peers)

Using a variety of instructions: • Touch the _____.• Point to the _____.• Get the _____.• Give me the _____.• Show me the _____.• Pick up the _____.• Where is the _____.• Do you see a _____.• Find the _____.


Activities appropriate for Individual Instruction:Expressive Language:

Labeling developmentally appropriate and functional items:• Objects• Pictures• Photographs of common people• Drawings (Boardmaker)• Names in print (self, peers)

Use the Sd: “It’s a __________.” The teacher should hesitate, waitingfor a response from the child, and then the correct

response should be modeled by the teacher.


Activities appropriate for Individual Instruction:Fine-Motor Skills:

Holding and releasing objects- Activity: hold and release different objects varying in size, shape and firmness into a box with no lid.

Putting objects into a hole in a box or container-Activity: put a variety of objects into a hole cut in the top of a shoe box or container. e.g., clothespins, large buttons, small blocks, empty thread spools, beads, marbles, small balls, small animals, vehicles, play food items.

Taking off/apart-Activity: take off rings from a ring stack, take off beads from a string or shoelace already strung, take apart a series of pop beads, take apart a set of legos stacked together, take off blocks fastened with velcro to a box lid, take apart linking cubes already linked together, take apart star builders already fastened together, taking apart tinker toys already linked together.

Puzzles-Activity: Put in pieces of puzzle. Start with putting one piece in. (Leave all the other pieces in.) Take the piece out, but next to the correct space. Next, take the piece all the way out and hand him the piece. Point to the correct space and say, “Put in _car .” Then take one more piece out at a time until all pieces are out and he can put them all back in the correct space.


Activities appropriate for Individual Instruction:Fine-Motor Skills:

Putting together- stacking blocks, stacking legos, putting together tinker toys, Activity: putting together star builders, putting together pop beads, stringing

beads, putting together linking cubes, putting pegs in peg board.Using writing materials-

Activity: holding crayon, scribbling on paper, tracing using stencils, imitating strokes. Use magna doodle toy to reinforce using models and social interaction. The teacher models a stroke/shape, then the child has a turn to imitate the stroke or shape.Different types of writing/drawing materials:*crayons*markers*pens*pencils*chalk*colored pencils

Using scissors-Activity: holding scissors, snipping paper, cutting on a line, cutting out shapes.

Tearing paper-Activity: Tear strips of paper into small pieces, tear different sized paper into smaller pieces.


1:1 ACTIVITY1:1 ACTIVITY


1:1 AREA1:1 AREA


3:1 Time3:1 Time

Activity during work time with 3 children and 1 Activity during work time with 3 children and 1 adult.adult.

Usually at the blue rectangle table in the art Usually at the blue rectangle table in the art area, area,

or can be at another table designated for 3:1 or can be at another table designated for 3:1 time.time.

3:1 activities are cognitive, language, fine-motor, 3:1 activities are cognitive, language, fine-motor, social activities that extend from social activities that extend from goals/benchmarks being taught in 1:1 time.goals/benchmarks being taught in 1:1 time.


3:1 Time3:1 Time

3:1 time activities:3:1 time activities:

• Sorting-Sorting-– By shapeBy shape– By color (color bear family, wooden blocks, By color (color bear family, wooden blocks,

crayons, etc…)crayons, etc…)– By category: animals, food, transportation By category: animals, food, transportation

vehicles, clothes, furniture.vehicles, clothes, furniture.– By objects: all trees, all apples, all cars.By objects: all trees, all apples, all cars.


Miami-Dade Public Schools Miami-Dade Public Schools Pre-K Program for ASD ChildrenPre-K Program for ASD Children


• Fine-motor-Fine-motor-– Building with Legos: stacking, building from Building with Legos: stacking, building from

a model (jig)a model (jig)– Building with small wooden blocks: Building with small wooden blocks:

stacking, building from a model (jig)stacking, building from a model (jig)– Linking cubesLinking cubes– Tinker toysTinker toys– GearsGears– Peg boardsPeg boards– Stringing beads/Lacing cardsStringing beads/Lacing cards


3:1 Time3:1 Time


• Fine-motor- (Pre-writing)Fine-motor- (Pre-writing)– ScribblingScribbling– Imitating strokes: using models (Magna Doodle)Imitating strokes: using models (Magna Doodle)– Tracing: using stencilsTracing: using stencils– Writing: using models Writing: using models

Types of writing materials:Types of writing materials:crayonscrayons markersmarkerspenspens pencilspencilschalkchalk colored pencilscolored pencils


3:1 Time3:1 Time


• Fine-motor- (cutting)Fine-motor- (cutting)– Tearing paperTearing paper– Snipping paperSnipping paper– Cutting on a lineCutting on a line– Cutting out shapesCutting out shapes

3:1 Time3:1 Time3:1 time activities:3:1 time activities:

• Functional Play Skills:Functional Play Skills:– Baby Doll Play: feeding baby, dressing baby, Baby Doll Play: feeding baby, dressing baby,

washing baby, diapering baby, combing/brushing washing baby, diapering baby, combing/brushing hair. Imitation.hair. Imitation.

– Animals: receptive/expressive identification, making Animals: receptive/expressive identification, making houses for the animals, making animal sounds, houses for the animals, making animal sounds, moving animals in appropriate ways (walking, flying, moving animals in appropriate ways (walking, flying, swimming, jumping) Imitation.swimming, jumping) Imitation.

– Transportation Vehicles: receptive/expresssive Transportation Vehicles: receptive/expresssive identification of vehicles, moving vehicles identification of vehicles, moving vehicles (driving,flying), matching to appropriate structures (driving,flying), matching to appropriate structures (tractor- farm, airplane- airport, car- garage) (tractor- farm, airplane- airport, car- garage) Imitation.Imitation.


3:1 Time3:1 Time


• Functional Play Skills-Functional Play Skills-– Doll House: receptive/expressive identification of Doll House: receptive/expressive identification of

people, furniture, rooms of house, appropriate use people, furniture, rooms of house, appropriate use of furniture (bed- sleep, table- eat, chair- sit), of furniture (bed- sleep, table- eat, chair- sit), placing furniture in house (bed in bedroom, stove in placing furniture in house (bed in bedroom, stove in kitchen, toilet in bathroom), role play with people. kitchen, toilet in bathroom), role play with people. Imitation.Imitation.

– Cooking: receptive/expressive identification of Cooking: receptive/expressive identification of names of dishes/silverware, setting table, passing names of dishes/silverware, setting table, passing out dishes, drinking/eating, stirring, pouring, out dishes, drinking/eating, stirring, pouring, spreading. Imitation.spreading. Imitation.


3:1 Time3:1 Time


• Cognitive Skills-Cognitive Skills-– Shape sorters (Geoshapes toy)Shape sorters (Geoshapes toy)– PuzzlesPuzzles– Counting skills: 1-1 correspondence, recognizing Counting skills: 1-1 correspondence, recognizing

numbers, quantity of objects (numbers, quantity of objects (““Give me 2 apples.Give me 2 apples.””– Shoe Box Tasks Shoe Box Tasks

*Number peg boards, Counting birthday cakes*Number peg boards, Counting birthday cakes


3:1 Time3:1 Time


• Simple Put-in Tasks: Simple Put-in Tasks:

• In coffee cans, containers, boxesIn coffee cans, containers, boxes– MarblesMarbles– BeadsBeads– Poker chipsPoker chips– BlocksBlocks– Pom pomsPom poms– Clothes pinsClothes pins– Balls Balls


3:1 Time3:1 Time


• Social Skills-Social Skills-– Getting another childGetting another child’’s attention- (Tap on shoulder, Look s attention- (Tap on shoulder, Look

at them, Say their name.)at them, Say their name.)– Sharing an object- (Sharing an object- (““Here.Here.””))– Giving object to another person. Giving object to another person. ““Give the block to Andy.Give the block to Andy.””

““Roll the ball to Susan.Roll the ball to Susan.”” ““Drive the car to Emily.Drive the car to Emily.””– Share puzzle board and puzzle pieces. Share puzzle board and puzzle pieces. ““Put the cow in Put the cow in

JoeyJoey’’s puzzle.s puzzle.”” (Pass out pieces of puzzle and have (Pass out pieces of puzzle and have children share board to put pieces in.)children share board to put pieces in.)

– Give: High Five/Ten, Hug, Hand shake, Pinky Shake, to Give: High Five/Ten, Hug, Hand shake, Pinky Shake, to another child.another child.

– Touch _______Touch _______’’s head, hand, arm, ears, nose, etc…s head, hand, arm, ears, nose, etc…


3:1 ACTIVITY3:1 ACTIVITY


Miami-Dade County Public Schools Prekindergarten Program for Children with Disabilities ACTIVITIES...

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