Pervasive Developmental
Disorder
Robyn Rice
Graduate Student
Dr. Susan Easterbrooks
Georgia State University
Methods of Teaching Atypical
Deaf Students
Table of Contents
 Information about Pervasive Developmental Disorder
(slides 3-19)
 Background info on case study (slides 20-23)
 Instructional Needs (slide 24)
 Behavioral Needs (slide 25)
 Habits of Mind Inclusion (slide 26)
 Additional Supports (slides 27-31)
 Pre-Testing Rubrics (slides 32-33)
 Intervention/ Lesson Plans (slides 34-47)
 Worksheets (slides 48- 50)
PDD Topics to Cover
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What are PDDs? Facts and symptoms
Subclasses of Pervasive Developmental Disorders (PDD).
How are they diagnosed?
What are the causes of PDDs?
How are PDDs treated?
What is it like to be autistic?
Local and State Resources
A complex developmental disability that includes
some or all of the following characteristics:
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Ritualistic behaviors
Repetitive behaviors
Short attention Span
Impaired communication/ verbal expression
Limited social interaction
Over or under responsive to sensory stimulation
Over or under physical activity
Apparently baseless tantrums
• Affects approximately 1 in 500 children
• Statistics show this rate may be rising to as high as 1 in
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200 children
PDD is the third most common developmental disability
Boys are approximately 4 times more susceptible that
girls
PDDs cross racial, ethnic and lifestyle
Children of lower socio-economic status may be more
susceptible to PDD
PDD symptoms are usually apparent by age 2 or 3
PDDs are more frequently associated with mild to severe
mental retardation
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Autism
Asperger’s Syndrome
Rett’s Syndrome
Childhood Disintergrative Disorders
Pervasive Developmental Disorder, PDD-NOS (not otherwise
specified)
• High functioning autism
Characteristics apparent by age 6
Information
taken from the
DSM-IV
Impaired social interaction
Including non-verbal behaviors, lack of eye gaze, body posture and
gestures to discourage social interaction
Lack of social or emotional reciprocity
Lack of spontaneous enjoyment or interest
No or few friends
Impaired communication
Delay or total lack of spoken language
For those with speech, they do not initiate conversation
Stereotyped or repetitive use of language (maybe echolalia)
Lack of imaginative play
Restrictive or Repetitive Behaviors
Preoccupation with one or more patterns of intense interest
Inflexibility to change in routine
Repetitive motor mannerisms
Information
taken from the
DSM-IV
Impaired social interaction (apparent before age 2)
Including non-verbal behaviors, lack of eye gaze, body posture and
gestures to discourage social interaction
Lack of social or emotional reciprocity
Lack of spontaneous enjoyment or interest
No or few friends
Restrictive or Repetitive Behaviors
Preoccupation with one or more patterns of intense interest
Inflexibility to change in routine
Repetitive motor mannerisms
No Significant delay in language
No Significant delay in cognitive development (self-help skills,
curiosity, and adaptive behaviors)
Information
taken from the
DSM-IV
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Normal prenatal and perinatal development
Normal psychological development for first 5 months
Normal motor development for first 5 months
Normal head circumference at birth
Deceleration of growth from 5-48 months
Loss of acquired meaningful hand movements and
gain of stereotypical hand movements.
After 5 months of age loss of social engagement
Poor gait
Onset of severely impaired expressive and receptive
language
Onset of severe psychological and motor retardation
Information taken from the
DSM-IV
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Apparently normal development in language (verbal
and non-verbal), motor skills, social skills, and
psychological development for at least the first two
years
After two years, loss of acquired skills in at least two
of the following areas: Expressive and receptive
language, social skills, Bowel and bladder control,
play skills, motor skills
The above is not accounted for by other PPD or
schizophrenia
Abnormal development regarding social interaction,
communication impairment, repetitive or
stereotypical behavior in interests, behaviors, and
activities
Information taken from
the DSM-IV
Used when there is a severe developmental
delay or impairment in two or more of the
following areas:
•Social interaction
•Verbal and Non-verbal language
•Stereotypical repetitive behavior in regards to
interests and activities
•Criteria are not met under other PDDs, schizophrenia,
or avoidant personality disorder
BASICALLY
UNKNOWN
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Mercury has been linked to autism
Association with neural tube disorders
Lead exposure has been associated with milder forms of PDD
Brain damage (pre or postnatal)
Complications during birth
Thyroid Problems
Malnutrition
Genetic Disorder (Twin studies have shown that identical
twins have a 40-85% chance of both children having PDD,
and fraternal twins having a less than 5% occurrence).
Multiple genes have been identified with autism
Immunization shots have been linked with autism
Multiple cases of PDDs have been found to be more prevalent
in specific areas, especially near chemical and nuclear plants
and devices
• Behavior Modification: number one form of
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treatment. Early and persistent treatment is
most successful
Psychotherapy
Parental education and training
Social skills training
Educational adaptation
Medications for symptoms (hyperactivity,
attention, impulsivity, aggression, compulsions,
anxieties, etc.)
• Cure Autism Now: program in LA, based on the techniques used
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by Soma Mukhopadhyay and her son, Tito. Soma worked with her
son non-stop using a what is now referred to as the “rapid
prompting method”. She forced him to focus by gently probing
him, sometimes raising her voice to keep him on track when she
asked him questions and required an answer. Tito now
communicates through writing and poetry; although still has many
autistic tendencies.
Son-Rise Program: program developed by Raun Kauffman and
his family. Raun was also diagnosed autistic in the 70’s. His
parents developed a program based around “joining the autistic
child on the other side of the wall”. The Kauffman program is out
in Massachusetts.
Judevine Training: Missouri based program centered around
Applied Behavior Analysis.
Dan Marino Center: Florida based program started by football
player, Dan Marino and his wife, Claire. Their son, Mike was
diagnosed with autism at a young age, now at the age of 14 he
shows no symptoms.
“I won’t say I have been cured
because you can’t really be cured
of autism. But I have overcome
it. That’s what you can do, you
can overcome it. I don’t notice it
at all anymore.” Mike Marino
“The thoughts are bigger than I
can express, every move that I
make shows how trapped I feel
under the continuous
happenings.” Tito M.
At 18 months, I was diagnosed as severely autistic,
with a tested I.Q. of less than 30. Completely mute
and withdrawn from human contact I would spend my
days endlessly engaged in repetitive behaviors such as
spinning plates, rocking back and forth, and flapping
my hands in from of my face. I didn’t want to be
touched. I never looked at other people, and I did not
give the slightest response to the calls and request of
the people around me. I was in my own world. ~Raun
Kaufman
With the help of my
imagination, I can go
to places that do not
exist and they are like
beautiful dreams. But
it is a world full of
improbability racing
toward uncertainty.”
Tito Mukopadhyay
To experience how
an autistic person
writes put on very
thick gloves and
write you name,
address, phone
number,
alphabets, and
numbers.
Sensory perception is often a problem for PDD individuals. To
have a sense of what it may be like try the following
exercise: In a room that can be darkened set up a strobe
light, a radio, a gardening glove, and a loofah sponge mitt.
Have the participants sit at desks or tables in the room.
Explain to them that they are autistic students in a class with
a new teacher. Introduce yourself as their new teacher and
tell them they must sit still in their seats, sit quietly and
follow the rules. Turn out the lights and turn on the strobe
light and turn on the radio very loud between stations.
Introduce yourself to each child shaking their hands with the
glove on your hand and moving in close to their face and
then far away varying your voice. When the student pulls
away or jumps, pat their face with the loofah and say “that
will be okay”, don’t be nervous”. When the last student is
finished the teacher jumps up, claps her hands throws on the
lights, stamps her foot and says “That’s enough! This is the
last straw. If you can’t behave you will have to leave my
classroom.”
DISCUSS!
Emory Autism
Resource Center
A state-wide resource in
Atlanta. Offers
diagnosis, treatment,
referral, and family
support.
http://www.emory.edu/
FMD/web/autism.htm
Contact person: Rene
Dawson
718 Gatewood Road
Atlanta, GA 30322
Telephone:
404.727.3964
E-mail:
tohannon@emory.edu
Parent to Parent of Georgia
Babies Can't Wait
(Georgia) Georgia's
early intervention
program for children
from birth to age
three.
If you suspect your
child has a delay in
development, contact
your local office.
404-657-2726
E-mail:
gdphinfo@dhr.state.ga
.us
A non-profit organization for
Georgia families.
Provides support and
information to parents of
children with disabilities. This
website offers free newsletters,
resources, posting, monthly
teleconferences. A great
resource for families
http://parenttoparentofga.org/
Atlanta Office
Esther Sherberger, Director
3805 Presidential Parkway, Suite
207
Atlanta, GA 30340
770-451-5484 Toll-free: 800229-2038 Fax: 770-458-4091
Medical College of
Georgia - Child
Neurology Section
Contact information for
the MCG Child Neurology
section –
houses the autism
program, which offers
developmental and
autism assessments.
More clinical site.
dwloring@neuro.mcg.edu
Autism Society
of America Greater Georgia
Chapter
Information and
links on autism,
parent support,
and more.
http://www.asaga
.com/
Autism-Georgia
Autism news, information, and
research network for Georgia.
This is a Yahoo Group for
Georgia parents of children
with autism and friends.
Join to read messages. Autism
Listserv
http://groups.yahoo.com/grou
p/autism-georgia/
Resources for Teaching and Training Why do
toys and resources for children with autism have to
cost so darn much!? Visit this page for links to the
best free resources on the Internet.
http://groups.msn.com/TheAutismHomePage/resour
cesforteaching.msnw
What are we looking at today?
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M.G.’s personal history
Identification of instructional/ behavioral needs
Collaboration with professionals and family
Intervention including pre and post tests
Additional Disorder: Pervasive
Developmental Disorder
• M.G. is a 12-year old boy with a severe to profound bilateral
hearing loss
• M.G.s hearing loss was identified when he was one-year old
and he was fitted with bilateral hearing aids when he was 2
years old. He has worn his aids consistently since that time
• Aided M.G. can hear in the moderate range, including some
speech sounds
• Both of M.G.’s parents are hearing and there is no family history
of hearing loss
• M.G.’s disabilities resulted due to maternal gestational
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diabetes
M.G. has cerebral palsy
M.G. has been diagnosed with attention deficit
hyperactivity disorder
M.G. has also been diagnosed with Pervasive
Developmental Disorder
M.G. is an only child; however, the family has recently
considered adopting another child
M.G.’s father works out of the home and travels out of
town frequently
M.G.’s mother does not work
• M.G. is currently placed in a self-contained special
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needs class at a school for the Deaf.
Most recent testing took place at the Marcus Institute in
February 2000
M.G. was administered the Leiter International
Performance scale and was identified as having a full IQ
of 45
M.G. has a moderate intellectual disability
The Vineland adaptive scale shows M.G. to have a
functional level at the age equivalency of 2 ½ years
M.G. has passed all recent vision screenings
• M.G.’s short attention
span and low
developmental level,
result in his difficulty
to learn new material
• M.G. is able to count from
1-5 by rote, but with
difficulty due to motor
difficulties, not cognitive
difficulties.
Objectives
M.G. will sequence
numbers 1-5,
8/10 trials
M.G. will write
numbers 1-5,
8/10 trials
Modifications:
M.G. will use a
Computer in place of
Writing numbers.
M.G. has difficulty
Forming a straight line
• M.G. has an extremely
short attention span
• When M.G. is not
receiving constant
attention during lessons,
he becomes aggressive
towards his classmates
and teachers
• When the teacher asks a
question, if M.G. is not
called on he will hit the
student sitting beside or
rip up his papers
Objectives
M.G. will refrain
From hitting his
Classmates and
Peers through
8/10 lessons
M.G. will
refrain from
grabbing his
classmates
Papers and
ripping them
for 8/10 lessons
M.G.’s behaviors include hitting,
biting, eye poking, and hair
pulling. With hitting the most
prevalent behavior.
The habits of mind we focused on were:
Managing Impulsivity: throughout the course of the lesson one of my
goals was to teach M.G. more appropriate ways of gaining someone’s
attention, through excuse me, eye contact or a gentle tap. We engaged
in several role playing exercises. When someone is in M.G.’s way his
first instinct is to hit them, I tried to teach him to think before he hits.
Applying Past Knowledge to New Situation: this was a step by step
lesson, and each new activity built upon previous activities. I was
constantly saying, “remember when we did this” or “oh you know how
to do this”.
Gathering data through all of your sense: hence the reason for wood
numbers, carpet numbers, drums, food, etc.
The OT assisted M.G. in and
out of the classroom on
sequencing. SJ developed
several worksheets with
numbers 1-5 scattered
around. MG had to draw lines
from one number to the next
in sequential order. SJ said
that it is difficult to tell if
MG is able to sequence the
numbers through this task
because his motor skills are
poor.
SJ is the Occupational
therapist at the Atlanta Area
School for the Deaf. SJ
works twice weekly with MG.
They work together one time
weekly in the classroom and
one time weekly for pullout
therapy.
CC is the speech language pathologist at
AASD. CC works with MG one time
weekly in the classroom. CC and MG have
been working on incorporating his
Dynavox (AAC device) into the
classroom.
CC and MG have been
working on enhancing
MG’s vocabulary in
relation to his
behavior. They have
added his rules to the
Dynavox using the
same picture symbols
we have been using for
the rules all year.
During their meeting
times they review the
rules and talk about
ways for MG to behave
when we becomes
frustrated with
someone.
The behavior team at AASD
has been instrumental in
assisting with MG’s behavioral
needs. The behavior team
(a.k.a. Dr. Red) consists of the
4 supervising principals.
Because of MG’s smaller stature,
when he does have a “blow up” he is
easier to handle. His peers and his
teachers are not afraid of him
when he becomes upset. When he
hits his classmates or peers, they
will not hit back and usually do not
inform a teacher. When other
students exhibit the same behavior
the behavior team is paged, but for
MG they have not been called. The
team is now is being called for MG
whenever his behavior becomes
unmanageable. He is given the
same treatment as his peers. He is
placed in timeout and loses the
same privileges as others would.
It has also been extremely
important to involve the
family for our plan to work. At
the beginning of our plan, I
met with the family in their
home, along with the school
social worker, DH. We
discussed MG’s behavior at
home, we well as at school.
The family was having similar
behavior problems with him at
home. He was biting, hitting
and eye poking his parents
when he did not get his way.
Throughout the implementation of the
behavior plan, we tried to keep
consistency in what we were doing at
home and at school. MG’s parents did
admit to having problems keeping up with
the plan. At school, MG’s daily schedule
is structured and routine, and at home
his schedule fluctuates and is very
unstructured. We discussed trying to
tighten the routine at home but his
parents were not willing to run their
household in that manner.
Criteria
MG will
match
number 15
MG is able to
match number 1
MG is able to
match number
2
MG is able to
match number
3
MG is able to
match number
4
MG will
sequence
numbers
1-5
MG is able to
sequence from
1-2
MG is able to
sequence from
2-3
MG is able to
sequence from
3-4
MG is able to
sequence from
4-5
MG will
write
numbers
1-5 in
sequence
MG is able to
sequence from
1-2 (typing on
the computer)
MG is able to
sequence from
1-2 (typing on
the computer)
MG is able to
sequence from
1-2 (typing on
the computer)
MG is able to
sequence from
1-2 (typing on
the computer)
MG is able to
match number
5
N/A
N/A
Recorder: _________________
Date: ___________________
Criteria
point
s
MG will not
hit his
classmates
MG did not hit
his classmates
between 8am
and 10am
____ 3 pts
MG did not hit
his classmates
between 10am
and noon ____
2 pts
MG did not hit
his classmates
between noon3pm
____
2 pts
MG only hit
classmates to
gain their
attention
____ 1 pts
MG will not
hit his
teachers
MG did not hit
his teachers
between 8am
and 10am ____
3 pts
MG did not hit
his teachers
between 10am
and noon ____
2 pts
MG did not hit
his teachers
between noon3pm
____
2 pts
MG only hit
teachers to gain
their attention
____ 1 pts
Total--->
Recorder: _________________
Date: ___________________
Monday: Begin pre-testing on behavioral and instructional skills
Tuesday: Continue with pre-testing on both skills
Wednesday: Continue with pre-testing on both skills
Thursday: Continue pre-testing on behavioral skills and begin instruction on instruction skills
Friday: Continue pre-testing on behavioral skills and continue instruction on instructional skills
Monday-Friday: Behavioral and Instructional Sequence
Monday: Behavioral and Instructional Sequence
Tuesday-Friday: continue with instructional sequence as needed. Begin post-testing on
instructional and behavioral objectives
Behavioral pre-testing: do not change routine, chart data on each account of hitting
peers and teachers
Mon-Wed Instructional pre-testing:
Materials:
Flashcards 1-5
Printed chart with numbers 1-5 and space for flashcards directly below
Prerequisite skills:
Ability to attend to activity for 3-5 minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Instructional Sequence:
Explain to MG that we will be counting. With the teacher sitting across from MG, set the
materials between MG and the teacher. Set the flashcards out on the table in random
order and the chart facing MG. First demonstrate what MG will be doing. Slowly match
the flashcard to the space on the chart below the original number. Continue with each
number. Ask MG to do the same. Keep the activity short (up to 5 minutes, with
corrections). MG has an extremely short attention span, we will lengthen the activity
duration with each lesson. Attempt to length the lessons by 1-2 minutes each day. Over
the next three days of testing, vary the materials used for the numbers. Use materials of
different textures, such as, carpet, felt, wood, plastic and so on.
Try to test MG one time before lunch and one time after lunch. He appears to have
better behavior in the afternoons.
Thursday Instructional Sequence:
Materials:
Plain small-med cardboard box, material with numbers on it or numbers cut from felt or cloth,
scissors, hot glue gun
Prerequisite skills:
Ability to attend to artistic activity for at least 10 minutes
Some gluing and cutting skills
Instructional Sequence: The purpose of this activity is to grab MG’s attention with numbers,
to help him make this activity his own. We will be making a box with numbers on it,
discussing the numbers on the cloth or the cutouts while we are working. Assist MG (hand
over hand) with cutting the numbers or the cloth to fit around the box and using a hot glue
gun glue the cloth or numbers on to the box. The box will be used to store numbers made
from other materials, such as wood, felt, carpet, and whatever else you can find.
Friday Instructional Sequence:
Materials:
Will vary depending on chosen activity (we traced, cut and painted numbers on paper and
wood)
Prerequisite skills:
Ability to attend to artistic activity for at least 10 minutes
Will vary depending on chosen activity
Instructional Sequence: Additional activities that can be used to grab an interest include,
painting wooden numbers, tracing and cutting numbers out of carpet, cloth, paper, paint
numbers on linoleum squares, etc.
After reviewing the pre-testing information, it was clear that MG did
not have any difficulty copying numbers in sequence from 1-5.
Interesting note not revealed in pre-testing: MG had a difficult time
sequencing paper copies, laminated and not laminated, of the
numbers. He was able to sequence the felt numbers, carpet
numbers, and wooden numbers. Even when he was copying the
sequence he had to be reminded to look again or attend to the
activity once or twice.
This lesson was changed to meet MG’s more critical needs and to
place more emphasis on placing numbers in sequential order without
a visual prompt and writing (typing) numbers in sequential order.
What you see here is the corrected version.
The next step we will be taking is to begin a daily contract with MG (see
worksheet #3). The contract will be completed everyday and will be in picture
format so that MG is able to understand it. MG will be responsible for his
behavior contract. He will carry it around in his pocket and will carry it to lunch
and P.E. It will eventually be his responsibility to have his other teachers mark off
the contract in his other classes. We are starting with three phases of 2 hours
each, with the last phase having 3 hours(he rarely has problems at this time
because he has P.E. and recess in the afternoons). In the two hour blocks he
can either get one happy face or a sad face depending on if he hits his
classmates or a teacher. By the days end he will have 6 opportunities to get
happy faces, he needs to have 4 of the 6 happy faces to have a prize at the end
of the day. We will move this to every hour after MG gets used to marking off the
paper and carrying it around. Currently if he has to pull out the paper too many
times he will lose it.
In addition both teacher and aide will remain in close physical proximity to MG.
We will encourage MG to slow down and to think before making rash decisions.
Remind him to stop and think about another way to handle the situation.
Tuesday Instructional Sequence: Dot to Dot and Patterns
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, dot to dot worksheets (easy to make if you do not have any, also
MANY available online at various learning worksheet sites). Worksheet with various patterns
of the numbers 1-5.
Prerequisite Knowledge:
Ability to attend to activity for 3-5 minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Instruction:
Review previous activities. Spend 10-15 minutes (on and off if necessary) working on
sequencing wooden letters, carpet, etc. MG has severe motor problems, primary due to his
CP. For MG, dot to dot worksheets are not practical without assistance. This activity must be
worked on with teacher supervision. MG can point from one number to the next and draw a
line with hand over hand assistance. Before resorting to hand over hand assistance, have him
try to draw the line himself (you can use the eraser end of the pencil).
The next worksheet activity has 4 different patterns of numbers 1-5. Have MG locate the
correct pattern and draw a circle around that pattern (he may also need hand over hand
assistance with this as well).
Wednesday Instructional Sequence: Chalk Walk and Drum Beat
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, chalk, large sidewalk, drums
Prerequisite Knowledge:
Ability to attend to activity for 3-5 minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Instruction:
Review previous activities. Spend 10-15 minutes (try to work straight through for 10 minutes
and then take a break before beginning the next activity) working on sequencing wooden
letters, carpet, etc.
Gather your chalk and head outside. Draw the numbers 1-5 on the ground and have MG walk
from one number to the next in sequence. To involve the entire class. MG tunics for 5 students
to wear. Have them wear their numbers and spread out in the classroom or out on the
playground. Have MG walk from the number one student to the next in sequential order.
Head on into the music room and pull of the Big drums. Drum 1 time first them 2 times, etc. Ask
MG to copy the drum sequence.
Thursday Instructional Sequence: Computer Sequencing
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, computer with keypad
Prerequisite Knowledge:
Ability to attend to activity for 3-5 minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Review previous activities. Spend about 5 minutes working on sequencing wooden letters,
carpet, etc.
Move over to the computer and begin working on sequencing in order. Before having MG type
the numbers in sequence have him move the numbers around into the correct sequence. Set
up the screen where numbers 1-5 are on the screen and MG must move the mouse around to
place the numbers in the correct order. Begin the first time with just numbers 1-3 and then add
4 and 5. Replay this activity several times. You can include some animals or toys to the screen
to attract his attention.
Friday Instructional Sequence: Computer Sequencing
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, computer with keypad
Prerequisite Knowledge:
Ability to attend to activity for 3-5 minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Review previous activities. Spend about 5 minutes working on sequencing wooden letters,
carpet, etc. Review sequencing the numbers on the computer for a couple of minutes. Clear
the screen and ask MG to type the numbers first ask him to type number 1. Ask him what
number comes next, once he tells you number 2, have him find the number 2 on the keyboard.
Continue on through number 5.
Monday Instructional Sequence:
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, computer with keypad
Prerequisite Knowledge:
Ability to attend to activity for 3-5+ minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Review all previous activities. Spend about 5 minutes working on sequencing wooden letters,
carpet, etc. Another 5 doing the chalk walk, do a dot to dot worksheet, work on the computer.
This should be a review day before beginning post testing. Mondays are often difficult and he
needs a reminder after the weekend of not working.
Tuesday Instructional Sequence:
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper,
Prerequisite Knowledge:
Ability to attend to activity for 3-5+ minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Begin post testing today. Test MG at various times during the day. Work on computer activities
in the morning and sequencing hard materials after lunch. Repeat the previous activities he did
all last week. Be sure to include a lot of breaks with activities that MG enjoys. Go for a walk
around the school or play on the playground for 10 minutes, get away from the math skills, but
before changing activities, remind him that he will work on this activity again later. If you have a
picture schedule (which we do), set up the picture schedule so MG is aware of what is coming
up next.
Wednesday Instructional Sequence:
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, computer with keypad
Prerequisite Knowledge:
Ability to attend to activity for 3-5+ minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Continue post testing today. Test MG at various times during the day. Work on computer
activities in the morning and sequencing hard materials after lunch. Repeat the previous
activities he did all last week. Be sure to include a lot of breaks with activities that MG enjoys.
Go for a walk around the school or play on the playground for 10 minutes, get away from the
math skills, but before changing activities, remind MG that he will work on this activity again
later. If you have a picture schedule (which we do), set up the picture schedule so MG is aware
of what is coming up next.
Thursday Instructional Sequence:
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper
Prerequisite Knowledge:
Ability to attend to activity for 3-5+ minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction:
Wrap up testing today. Test MG at various times during the day. Work on sequencing hard
materials in the morning and computer activities after lunch. Repeat the previous activities he
did all last week. Be sure to include a lot of breaks with activities that MG enjoys. Go for a walk
around the school or play on the playground for 10 minutes, get away from the math skills, but
before changing activities, remind MG that he will work on this activity again later. If you have a
picture schedule (which we do), set up the picture schedule so MG is aware of what is coming
up next.
Friday Instructional Sequence: Edible Numbers
Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers
and inkpad, blank paper, Cookie dough, cookie cutters.
Prerequisite Knowledge:
Ability to attend to activity for 3-5+ minutes (difficult but he can do it)
Ability to recognize numbers 1-5
Ability to match sets of numbers (3 to 3 and 5 to 5)
Ability to sequence numbers 1-5 using a variety of materials
Instruction: FUN DAY
For our wrap up, we are making number cookies.
Roll out the dough to about ¼ inch thick. Using cookie cutters in the shape of numbers cut the
cookies in sequential order. If you do not have cookie cutters in the shape of numbers you can
mold the dough into the shape of the numbers. Be sure the students wash their hands and
watch MG because he will eat all of the dough! While the cookies are baking count out objects
of 5, 5 fingers, 5 toes, 5 eggs, 5 people, etc. When the cookies are finished baking you can
decorate them with icing and sprinkles and then eat them in sequential order!
1
2
3
4
5
1
4
5
3
2
3
1
5
2
4
5
3
4
1
2
3
5
2
1
4
1
2
3
4
5
Worksheet
3