Project IMPRESS
Required Lesson Plan Format
Short-term objective(s)
Name(s) of client
Ada
Shailynn
GOAL: Given pictures or in response to Wh- questions (Who, What, Where, When, Why, How),
Ada will understand and use the following expressive vocabulary skills with 85% accuracy: Word
Naming, Analogies, Reasoning
STO 1: When given a language prompt (word, question, or picture) Ada will be able to
appropriately word name items based upon word association, category, and visual imagery with
85% accuracy across 3 consecutive sessions
STO 2: When given an analogy, Ada will provide an appropriate answer with 85% accuracy across
3 consecutive sessions
STO 3: When given an analogy Ada will provide an appropriate answer and explanation as to how
she came to that answer with 85% accuracy across 3 consecutive sessions.
GOAL: When given a language prompt (picture or question), Shailynn will understand and use the
following expressive vocabulary skills with 85% accuracy at 2 out of 3 consecutive data collection
points: categorize and associations, compare and contrast, and analogies
STO 1: Shailynn will be able to categorize and make associations when given a word with 85%
accuracy at 2 out of 3 consecutive data collection points
STO 2: When Shailynn is given an analogy she will show understanding by providing an
appropriate response with 85% accuracy at 2 out of 3 consecutive data collection points
STO 3: When presented with a visual of two items, Shailynn will show understanding of comparing
and contrasting by providing an appropriate response of how the items are similar and how the
items are different with 85% accuracy at 2 out of 3 consecutive data collection points
STO(s) being
addressed
Introduction
When student enters have them sit down. The activity of the day will be introduced, Analogy
Roulette. Speech Room rules will be re-introduced while using the visual references on the wall, as
well as their incentive sticker chart for following the rules.
Instruction
Ada STO 2
Shailynn STO 2
Activity Instructions: When it’s the student’s turn they will be presented with an analogy to solve.
Once each student has solved an analogy, with or without prompting, the Tap Roulette (I-Pad
application) will be presented to them signifying the end of the first round. The student’s will place
their fingers on the I-pad and it will randomly select who gets the point. Keep track of the points on
a whiteboard.
While playing if a student gives an incorrect response or is unresponsive, ask them why or how the
first two items go together while presenting the Analogy Visual. If they are unable to explain how
they go together ask them additional questions. (ex. if the words are synonyms ask the child what
each word means to help guide them towards understanding that, if the analogy is based upon
function ask what you do with the presented object, if the analogy is based upon category ask them
to describe the object or what category it would be in). Also have them identify what the parts of
speech are for the words to help facilitate word knowledge and associations. If they are unable to
provide an appropriate response that explains how the words go together, present the questions
again and provide two answers, one of them being the correct answer. Once the student has
answered the question, relate the answer back to the analogy to formulate an explanation of why
or how the words go together. Write the explanation on the Analogy Visual. Restate the explanation
(ex. “so if we know that ____ goes with _____ because _______ let’s try the analogy again….”, and
present the analogy. If they are unable to give an appropriate response present their explanation in
the form of a question to answer the analogy (ex. meow is to cat, explanation = because meow is
the sound a cat makes, as woof is to……. questions = “what makes the sound woof?”). If the student
is still unable to come up with an appropriate response provide two answers, one being the correct
answer. Have the student repeat the full analogy again to ensure the student understands what the
appropriate response is.
The game can continue until it is complete or until there are five minutes left for class.
Recording: for each analogy that is formulated appropriately independently write down the type of
analogy (part-whole, synonyms, anotnyms, etc.) and record a +. Also record whether or not they
were able to formulate an explanation independently. For analogies the student needed extra
prompting and cues for write down a + , the type of analogy, and take note of how many
prompts/cues were needed. For analogies the student was unable to formulate record a – and write
down the analogy.
Correction Procedures
Shailynn, Ada STO 2
If the association between the words is misunderstood or no
response is given
1. ask them why or how the first two items go together
2. ask them questions in regards to the pictures in order to
understand the items/words presented, write that
information on the Analogy Visual
3. present the question for understanding again with the
initial phonemes of the appropriate answer
4. provide two answers, one of them being the correct
answer
Once an understanding of the association is made, and the
student still doesn’t produce an appropriate response
1. present their explanation in the form of a question to
answer the analogy
2. present the question along with two answers, one being
the correct answer
provide the correct response
Lesson Wrap-up
For the last five minutes student review with the students strategies for formulating appropriate
responses and provide them one more analogy to utilize those strategies as a team. After that
present them with their sticker charts. If they worked hard and followed the Speech Room rules,
students can put a sticker on their incentive sticker chart (when student receives 7 stickers they can
choose a prize from the prize box)
Evidence supporting intervention strategies
Activate What the Student Knows
Blanchowicz, C. (1986). Making connections: Alternatives to the vocabulary notebook. Journal of
Reading, 29, 643-649
Visual Map, Analogy Visual
Wallach, G., and Miller, L. (1988). Language intervention and academic success. Boston, MA:
College-Hill Publications
Antecedent Based Intervention
Neitzel, J. (2009). Overview of antecedent-based interventions. Chapel Hill, NC: The National
Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham
Child Development Institute, The University of North Carolina.
Materials
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Tap Roulette (I-Pad application)
Analogy Cards
Analogy Visual
Whiteboard and Whiteboard Marker