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DOCUMENT RESUME
4t ED 075 975 EC 051 804
TITLE One More Slay: Project in Early Childhood/SpecialEducation.
INSTITUTION Kansas State Univ., Wichita.SPONS AGENCY National Center for Improvement of Educational
Systems (DHEW /OE) , Washington, D. C.PUB DATE [71]NOTE 142p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Auditory Perception; Body image; *Class Activities;
Diagnostic Teaching; *Exceptional Child Education;Lateral Dominance; *Learning Disabilities; MotorDevelopment; *Perceptual Development; *PrimaryGrades; Visual Perception
ABSTRACTIntended for teachers, the book describes the problem
of having learning disabled children in the regular primary gradeclassroom, offers diagnostic guidelines, and suggests activities tostrengthen visual skills, auaitory skills, motor skills, body image,and laterality and directionality. The learning problem is seen toconsist of three sets of variables: environmental variables (physicalsetting, other children, etc.), instructional variables (teacher,materials, etc.) and variables within the child (personality,attitudes). Diagnostic guidelines suggested include pinpointing theproblem by observation, formulating a profile of learning strengthsand weaknesses, and selecting and implementing a program based on the
7 child's predominant learning style. Each skill is defined, behaviorsItpossibly indicating a deficit are listed, and sample diagnostic items
are given. The Major portion of the book consists of suggestedactivities such as sorting objects by type (visual recognition and 41-discrimination), tracing one of several overlapping figures (visualfigure-ground), finding an object by sound (auditory localization),identifying sounds (auditory recognition and discrimination), walking
41on stepping stones (perceptual-motor coordination), making alife-sized body tracing (body image), and hitting a punching bag witheither left or right hands (laterality and directionality). Also
41included are recommendations for teaching the hyperkinetic child.(DB)
S
9
- M
EE
NM
I11
.111
111
NW
EC
CSI
804
-1-E
ED
0759
75
.ON
E M
OR
EW
AY
'
rr
vt
rkr 14
t1..
8IP
I
Pro
ject
In E
arly
Chi
ldho
od /
Spe
cial
Edu
catio
nU
. S. O
ffice
of E
duca
tion
Nat
iona
l Cen
ter
For
Impr
ovem
ent o
f Edu
catio
nal
Sys
tem
sW
ichi
ta S
tate
Uni
vers
ity
,s'
n.u.
004
ohog
ism
ztti
6,.0
60.4
amai
n,'s
mog
RIM
=N
I
ED
075
97c
...O
NE
MO
RE
WA
YPR
OJE
CT
IN
EA
RL
Y C
HIL
DH
OO
D/S
PEC
IAL
ED
UC
AT
ION
Nat
iona
l Cen
ter
for
Impr
ovem
ent o
f E
duca
tiona
l Sys
tem
sU
. S. O
ffic
e of
Edu
catio
nW
ichi
ta S
tate
Uni
vers
ity
Mar
cus
Bal
leng
er, P
roje
ct D
irec
tor
Ann
-Mar
ie S
tein
berg
, Lea
rnin
g A
bilit
ies
Spec
ialis
t
Joan
E. D
uval
, Chi
efE
arly
Chi
ldho
od E
duca
tion
Bra
nch
U. S
. Off
ice
of E
duca
tion
Mar
guer
ite F
olle
tt, P
roje
ct O
ffic
erE
arly
Chi
ldho
od E
duca
tion
Bra
nch
U. S
. Off
ice
of E
duca
tion
The
wor
k pr
esen
ted
or r
epor
ted
here
in w
as p
erfo
rmed
pur
suan
t to
a gr
ant f
rom
the
U. S
. Off
ice
of E
duca
tion,
Dep
artm
ent o
f H
ealth
Edu
catio
n an
d W
elfa
re.
How
ever
, the
opi
nion
s ex
pres
sed
here
in d
o no
t nec
essa
rily
ref
lect
the
posi
tion
or p
olic
y of
the
U. S
. Off
ice
of E
duca
tion,
and
no
offi
cial
end
orse
men
t by
the
U. S
. Off
ice
of E
duca
tion
shou
ld b
e in
ferr
ed.
Cov
er P
hoto
s: F
abri
que
Scho
ol, W
ichi
ta, K
ansa
sG
ilber
t Car
ter
Mau
rice
Har
den
Cra
ig S
hock
eyC
athe
rine
Fou
lsto
n
The
Pro
ject
in E
arly
Chi
ldho
od is
an
Edu
catio
nal P
erso
nnel
Dev
elop
men
t Act
Proj
ect f
unde
d th
roug
h th
e B
urea
u of
Edu
catio
nal P
erso
nnel
Dev
elop
men
t.
U S
OE
PA
RT
ME
NT
OF
HE
ALT
H.
ED
UC
AT
ION
S W
ELF
AR
EN
AT
ION
AL
INS
TIT
UT
E O
FE
DU
CA
TIO
NT
HIS
DO
CU
ME
NT
HA
S B
EE
N R
EP
RO
DU
CE
D E
XA
CT
LY A
S R
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
R O
RG
AN
IZA
TIO
N O
RIG
INA
TIN
G IT
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
NA
TIO
NA
L IN
ST
ITU
TE
OF
ED
UC
AT
ION
PO
SIT
ION
OR
PO
I IC
Y
:=1
tVgl
trA
rAi
PAk-
4491
404
4.01
.14
CO
NT
EN
TS
mem
NM
IW
OW
0111
1111
10ar
or.
..
. int
rodu
ctio
n
..
.th
e pr
oble
m}:
nvir
onm
enta
l Var
iabl
es2
Inst
ruct
iona
l Var
iabl
es4
Var
iabl
es W
ithin
the
Lea
rner
9
..
. mak
ing
chan
ges
14
..
.on
e m
ore
way
23V
isua
l Ski
lls25
visu
al r
ecog
nitio
n an
d di
scri
min
atio
n26
visu
al f
igur
e-gr
ound
36vi
sual
clo
sure
40vi
sual
mem
ory
(rev
isua
lizat
ion)
47vi
sual
seq
uent
ial
mem
ory
54A
udito
ry S
kills
61au
dito
ry lo
caliz
atio
n62
audi
tory
rec
ogni
tion
and
disc
rim
inat
ion
66
Nor
mon
MN
(000
14w
rr40
1111
4*N
OM
0010
441
.111
1110
IMO
MIN
IM
IMI
MIM
IM
OM
NO
M
audi
tory
clo
sure
79au
dito
ry im
ager
y an
dse
quen
tial m
emor
y81
Mot
or S
kills
86B
ody
Imag
e93
Lat
eral
ity a
nd D
irec
tiona
lity
102
The
Hyp
erki
netic
Chi
ld11
7.
.. a
ppen
dix
A12
6Pr
imar
y D
evel
opm
enta
l Che
cklis
t.
..
appe
ndix
B13
2G
uide
lines
for
the
Obs
erva
tion
and
Info
rmal
Eva
luat
ion
of C
hild
ren
.^...
..+t+
tr+
er".
.,..e
rra,
..rm
++
,,k+
++
,++
++
,,-"+
,+
=1-
=1
itred
uctio
n
hkaa
.s..4
4k.
tw.v
.ak;
isoi
rsi4
mor
mi
'!He
isn'
t lea
rnin
g, b
ut I
just
kno
w h
e's
brig
ht b
yth
e th
ings
he
says
and
doe
s."
"If
he w
ould
just
set
tle d
own
and
do h
is w
ork.
.."
"I'm
not
trai
ned
to te
ach
'spe
cial
ed'
chi
ldre
n..."
"I ju
st c
an't
tqke
the
time
to g
ive
him
the
spec
ial
atte
ntio
n he
nee
ds; t
here
are
30
othe
r ch
ildre
n in
the
clas
s..."
"I'v
e tr
ied
ever
ythi
ng w
ith th
at c
hild
--I
just
can
'tge
t thr
ough
to 1
,4m
..."
1
t.t.
Do
you
find
you
r th
ough
ts e
choe
d in
any
of
thes
e co
mm
ents
? T
each
ers
ofte
ndo
.G
ener
ally
, the
chi
ld in
our
cla
ssro
om w
ho f
its th
is d
escr
iptio
n re
pres
ents
aso
urce
of
grea
t fru
stra
tion.
We
each
like
to th
ink
of o
urse
lves
as
"goo
d" te
ache
rs, a
nd w
e ar
e ef
fect
ive-
-w
ith a
bout
90
perc
ent o
f th
e ch
ildre
n in
our
cla
sses
.B
ut, w
hat a
bout
the
othe
r10
per
cent
?O
ut o
f ev
ery
ten
child
ren
in o
ur c
lass
es th
ere
will
usu
ally
be
one
who
is e
xper
ienc
ing
a le
arni
ng p
robl
em o
r le
arni
ng d
isab
ility
.T
he r
ange
of
thes
e di
sabi
litie
s is
any
whe
re f
rom
so
mild
as
to b
e ba
rely
det
ecta
ble
to s
ose
vere
that
the
child
may
hav
e gr
eat d
iffi
culty
fun
ctio
ning
in th
e re
gula
r cl
ass-
room
. How
can
we
help
him
?
Firs
t, w
e m
ust a
ccep
t the
pre
mis
e th
at e
very
chi
ld is
teac
habl
e.E
ach
lear
ns a
t a d
iffe
rent
rat
e, a
nd e
ach
lear
ns b
est i
n a
diff
eren
t way
but,
ever
ych
ild c
an le
arn.
Seco
nd, l
et's
exa
min
e ou
r re
actio
ns to
thes
e ch
ildre
n as
they
are
exp
ress
edin
thes
e fr
eque
ntly
-quo
ted
com
men
ts:
"He
isn'
t lea
rnin
g, b
ut I
just
kno
w h
e's
brig
ht...
" is
per
haps
the
mos
t com
-m
only
hea
rd s
tate
men
t ref
erri
ng to
chi
ldre
n w
ith le
arni
ng d
isab
ilitie
s.T
his
ii
INN
!lo
otel
:=1
isra
isa4
1101
1111
114
disc
repa
ncy
betw
een
the
child
's a
ppar
ent p
oten
tial a
nd h
is a
ctua
l per
form
ance
isea
sily
bla
med
on
the
child
's "
lack
of
mot
ivat
ion,
" "p
oor
wor
k ha
bits
,"or
"un
will
-in
gnes
s to
set
tle d
own
and
wor
k."
The
fac
t is
that
a la
rge
maj
ority
of
child
ren
with
lear
ning
pro
blem
s ar
e br
ight
, how
ever
, the
ir lo
w p
erfo
rman
cem
ay b
e du
e to
inhe
rent
or
teac
her-
impo
sed
obst
acle
s bl
ocki
ng th
e le
arni
ngpr
oces
s ra
ther
than
mot
ivat
iona
l rea
sons
. Whe
n w
e re
act w
ith th
is c
omm
ent,
we
have
act
ually
take
nth
e m
ost i
mpo
rtan
t ste
p in
hel
ping
the
child
:w
e ha
ve r
ecog
nize
d th
at th
e ch
ild h
asst
reng
ths.
Kno
win
g ''h
at th
e ch
ild c
an d
r, g
ives
us a
n im
port
ant c
lue
to h
ow w
eca
n te
ach
him
.
"I'm
not
trai
ned
to te
ach
'spe
cial
ed'
..."
You
cer
tain
ly a
re!
!Sp
ecia
l edu
a-tio
n is
edu
catio
n an
d tr
aini
ng c
ondu
cted
by
prof
essi
onal
s w
hoar
e tr
aine
d to
mee
tth
e ed
ucat
iona
l nee
ds o
f ex
cept
iona
l chi
ldre
n.Is
n't t
his
our
purp
ose
in a
ny c
lass
-ro
om?
Eac
h ch
ild is
an
"exc
eptio
nal"
chi
ld w
ith h
isow
n un
ique
com
biaa
tion
ofpe
rson
ality
trai
ts, l
earn
ing
styl
es a
nd a
bilit
ies,
and
pat
tern
s of
inte
ract
ion.
Doe
cn't
each
des
erve
"sp
ecia
l edu
catio
n"--
inst
ruct
ion
desi
gned
spec
ific
ally
for
his
leve
l, st
yle
of le
arni
ng, a
nd a
bilit
y?"S
peci
al e
duca
tion"
dis
cove
red
man
yye
ars
ago
wha
t we
thin
k is
the
brai
nsto
rm o
f m
oder
n ed
ucat
ion:
that
all
child
ren
do n
otat
the
sam
e ra
te o
r in
the
sam
e w
ay. Y
ou d
o te
ach
"spe
cial
edu
c-tio
n"-
-but
tion"
--bu
t you
cal
l it "
indi
vidu
ally
pre
scri
bed
inst
ruct
ion,
"
iii
11N
4""W
XPN
rsm
"',T
.'VM
,..00
m,..
...ro
r,r.
ftnp
'mC
pr-+
nr.m
s*N
el"N
MY
Crr
a'rv
omSr
.",,,
T,"
'",,"
''..
roe
ver,
1;=
1,,
,t7.1
1sc
"`."
-ti
,-"t
1tit
hir4
earr
im
oil
EM
SM
ill M
B
"I ju
st c
an't
take
the
time
to g
ive
him
the
spec
ial a
ttent
ion
hene
eds.
.. "
Unf
ortu
nate
ly, y
ou c
an't;
you
do
have
a r
espo
nsib
ility
to a
ll th
e ot
her
child
ren.
But
you
do
have
alte
rnat
ive
way
s of
pro
vidi
ng h
im w
ith th
eex
tra
atte
ntio
n he
nee
ds:
pare
nt o
r co
mm
unity
vol
unte
ers,
stu
dent
s he
lpin
g st
uden
ts,
inde
pend
ent w
ork
activ
ities
, lea
rnin
g ce
nter
s-..:
can
you
thin
k of
any
mor
e of
you
r ow
n?
"I'v
e tr
ied
ever
ythi
ng w
ith th
at c
hild
..."
wel
l, at
leas
tev
eryt
hing
you
cou
ldth
ink
of.
Thi
s is
whe
re w
e ho
pe th
e bo
ok w
ill b
e us
eful
toyo
u: to
hel
p yo
u fi
nd o
nem
ore
idea
to tr
y w
ith th
at c
hild
with
who
m n
othi
ng e
lse
seem
s to
wor
k.T
hete
achi
ng id
eas
in th
is b
ook
are
"tea
cher
-tes
ted"
--th
ey h
ave
been
use
d in
the
clas
s-ro
om.
The
teac
hers
who
con
trib
uted
them
wer
e pa
rtic
ipan
ts in
a L
earn
ing
Dis
-ab
ilitie
s W
orks
hop
coor
dinz
ted
by th
e Pr
ojec
t in
Ear
ly C
hild
hood
/Spe
cial
Edu
catio
n at
Wic
hita
Sta
te U
nive
rsity
.T
hey
offe
r to
sha
re th
ese
idea
s w
ithyo
ube
caus
e th
ey w
orke
d fo
r th
em, i
n th
eir
clas
sroo
ms,
with
the
child
ren
with
who
mth
ey h
ad "
trie
d ev
eryt
hing
." W
e ho
peso
me
of th
ese
sugg
estio
ns w
ill w
ork
for
you.
Rem
embe
r th
at th
ere
is a
lway
s O
NE
MO
RE
WA
Y.
iv
...4.
.....1
.1.,
1IM
O11
1104
01=
71 =
I
...th
e pr
oble
m
O.1
.1.0
14.7
771
7-1
7.71
Whe
n a
child
app
ear?
. to
be e
xper
ienc
ing
som
e di
ffic
ulty
in le
arni
ng o
r do
esno
t per
form
as
wel
l as
we
expe
ct h
e sh
ould
, the
pro
blem
is to
o of
ten
ascr
ibed
toth
e ch
ild:
II...
his
answ
er is
wro
ng...
"II
... h
e di
dn't
get i
t..."
"...
he d
idn'
t rem
embe
r...
"...h
e fa
iled.
.."A
ctua
lly, t
he c
hild
is o
nly
one
of th
ree
vari
able
s w
hich
inte
ract
in a
ny le
arni
ngsi
tuat
ion:
1.en
viro
nmen
tal v
aria
bles
(ph
ysic
al s
ettin
g, o
ther
chi
ldre
n, e
tc. )
2.in
stru
ctio
nal v
aria
bles
(te
ache
r, m
ater
ials
, etc
. )3.
vari
able
s w
ithin
the
child
(pe
rson
ality
, atti
tude
s, le
arni
ng s
trer
wth
san
d w
eakn
esse
s, e
mot
iona
l sta
te, a
ctiv
ity le
vel,
etc.
)A
ccur
ate
diag
nosi
s of
the
prob
lem
is e
ssen
tial t
o ef
fect
ive
rem
edia
tion.
If w
elo
ok a
t the
chi
ld a
s th
e on
ly s
ourc
e of
the
prob
lem
,w
e w
ill s
urel
y fi
nd s
omet
hing
abou
t tha
t chi
ld u
pon
whi
ch to
pin
the
blam
e. M
any
child
ren
have
wea
knes
ses
and
so c
alle
d de
vian
t beh
avio
rs w
hich
do
not i
nter
fere
with
lear
ning
.If
we
look
onl
yto
the
child
for
a r
easo
n fo
r th
e pr
oble
m, t
hese
beh
avio
rs s
tand
out
as r
eady
1
I
.-..
,til
tri
oul
:=4
Miti
At!
'"1
excu
sesp
ossi
bly
caus
ing
the
teac
her
to d
isre
gard
a r
eal p
robl
em w
hich
may
exis
t out
side
the
child
.T
he f
ollo
win
g qu
estio
ns m
ay s
erve
to m
ake
us m
ore
awar
eof
som
e of
thes
e ou
tsid
e va
riab
les
whi
ch in
tera
ct w
ith th
e ch
ild a
ndm
ay c
ontr
ibut
eto
a p
robl
em le
arni
ng s
ituat
ion:
EN
VIR
ON
ME
NT
AL
VA
RIA
BLE
SIs
the
room
com
fort
able
eno
ugh
to p
rovi
dea
good
lear
ning
env
iron
nihn
t?(P
hysi
cal d
isco
mfo
rt d
istr
acts
a c
hild
fro
m le
arni
ng. )
--te
mpe
ratu
re: t
oo h
ot o
r to
o co
ld?
--lig
htin
g: d
im?
glar
e?sh
adow
s?-
-sea
ts: t
oo la
rge?
too
smal
l? b
roke
n or
uns
tead
y?--
vent
ilatio
n:st
uffy
?un
plea
sant
odo
rs?
- -s
pace
: is
ther
e en
ough
to a
llow
eac
h ch
ild r
oom
to m
ove
arou
nd?
Doe
s th
e ro
om c
onta
in s
timul
i whi
char
e di
stra
ctin
g to
cer
tain
chi
ldre
n?-
- m
obile
s?--
flas
hy o
r bu
sy b
ulle
tin b
oard
s?-
-exc
essi
ve n
oise
fro
m c
lass
room
act
ivity
or
outs
ide
disr
uptio
ns(s
tree
t con
stru
ctio
n, p
layg
roun
d no
ises
)?--
gene
ral d
isor
gani
zatio
n or
dis
orde
r?
...,ta
lwvg
{fov
tret
vrtr
aWf1
44V
VO
NI,
V.ir
."47
:47*
tinr"
.0"m
v17*
PW?"
".""
.' '"
'
0111
.014
.IM
O%
1#01
414
WIO
NI
Pet
4f1
1;44
:4'0
.1
Wha
t is
the
reac
tion
of th
e ot
her
child
ren
to th
e ch
ild?
(The
psy
chol
ogic
al e
nvir
onm
ent i
s cr
ucia
l in
dete
rmin
ing
whe
ther
or n
otth
e ch
ild f
eels
fre
e to
rea
ct to
the
lepr
ning
'situ
atio
n. )
--ac
cept
ance
or
reje
ctio
n?--
ridi
cule
or
supp
ort?
- -k
indn
ess
or c
ruel
ty?
- -d
o th
ey p
rovi
de s
ocia
l rei
nfor
cem
ent f
or n
egat
ive
beha
vior
s?
Phys
ical
env
iron
men
tal v
aria
bles
are
per
haps
the
easi
est t
o m
anip
ulat
e--
ofte
n re
quir
ing
mer
ely
a ne
w b
ulle
tin b
oard
, a n
ote
to th
e cu
stod
ian
to a
rran
gefo
r de
sk a
djus
tmen
t, a
new
ligh
t bul
b, o
i a te
mpe
ratu
re a
djus
tmen
t. A
nun
com
-fo
rtab
le r
elat
ions
hip
betw
een
the
child
and
the
othe
r ch
ildre
n in
the
room
can
crea
te a
ser
ious
obs
tacl
e to
lear
ning
.T
his
wou
ld b
e a
good
opp
ortu
nity
for
the
teac
her
to in
terv
ene
with
the
clas
s's
soci
al c
limat
e an
d pl
ug in
som
e "l
esso
ns"
(dis
cuss
ions
, sto
ries
, rol
e-pl
ayin
g, c
reat
ive
expr
essi
on)
conc
erni
ng f
eelin
gs,
indi
vidu
al d
iffe
renc
es, a
nd th
e w
ays
in w
hich
our
beha
vior
aff
ects
oth
ers.
3
totp
rrm
sr.1
-....
,,erc
oevr
Aio
rval
.rin
m...
rtris
w,y
1Pts
n.,o
x..
,41
1111
.11
1111
1111
1111
§11
1111
1011
flON
AN
Isw
ig04
046.
1.66
46,
1444
INS
TR
UC
TIO
NA
L V
AR
IAB
LES
A.
The
Tea
cher
Is h
er a
ttitu
de to
war
d th
e ch
ildon
e th
at e
ncou
rage
s an
d su
ppor
tshi
s at
tem
pts
to le
arn?
Are
her
exp
ecta
tions
of
the
child
rea
listic
, with
cons
ider
atio
nfo
r hi
s ab
ilitie
s an
d de
velo
pmen
tal l
evel
?
Is s
he a
war
e of
the
child
's s
tren
gths
and
wea
knes
ses?
Is s
he a
war
e of
and
con
side
rate
of
his
moo
dsea
ch d
ay a
nd h
isre
actio
ns to
spe
cifi
c le
arni
ng s
ituat
ions
?
Is s
he a
war
e of
the
reas
ons
why
she
ism
ore
(or
less
) to
lera
ntof
cer
tain
beh
avio
rs a
nd c
hara
cter
istic
sof
chi
ldre
n?
Doe
s sh
e en
cour
age
and
reitu
tJrc
e be
havi
ors
whi
ch a
re c
ompa
tible
with
lear
ning
?4
.,
The
teac
her's
atti
tude
is p
erha
ps th
e si
ngle
mos
t im
port
ant f
acto
r in
det
er-
min
ing
whe
ther
or
not a
chi
ld s
ucce
eds
in s
choo
l.If
she
bel
ieve
s he
can
lear
n,he
will
lear
n; if
she
bel
ieve
s he
will
fai
l, ch
ance
sar
e go
od th
at h
e w
ill f
ail.
The
teac
her
also
pla
ys a
larg
e pa
rt in
det
erm
inin
g th
e ch
ild's
sel
f-co
ncep
t. A
s sh
e1-
acts
tow
ard
the
child
in p
ositi
ve o
r ne
gativ
e w
ays,
the
child
per
ceiv
es h
er f
eel-
ings
tow
ard
him
and
inco
rpor
ates
thes
e fe
elin
gs in
to h
is s
elf-
conc
ept.
If th
ete
ache
r se
es th
e ch
ild a
s a
non-
lear
ner
or is
into
lera
nt o
f hi
s be
havi
or, t
he c
hild
rece
ives
neg
ativ
e fe
edba
ck a
bout
him
self
; if
she
belie
ves
that
he
can
lear
n, h
ew
ill le
arn.
If s
he c
onsi
ders
him
a "
beha
vior
pro
blem
," h
e w
ill tr
y hi
s be
st to
live
up to
her
exp
ecta
tions
; but
if s
he r
ealiz
es th
at a
ll be
havi
or is
lear
ned,
she
can
help
him
to c
hann
el a
nd c
hang
e di
srup
tive
beha
vior
into
pat
tern
s w
hich
are
mor
e co
mpa
tible
with
lear
ning
.It
is th
e te
ache
r's r
espo
nsib
ility
to p
rovi
de th
ech
ild w
ith s
ucce
ssfu
l lea
rnin
g ex
peri
ence
s in
the
clas
sroo
m.
Tha
t's w
hat t
each
-in
g is
all
abou
t.
It h
as b
een
said
that
man
y le
arni
ng p
robl
ems
are
not "
lear
ning
pro
blem
s"at
all,
but
"te
achi
ng p
robl
ems.
" T
hat i
s, if
the
styl
e of
inst
ruct
ion
used
by th
ete
ache
r do
es n
ot m
atch
the
child
's le
arni
ng s
tyle
, the
amou
nt o
f in
form
atio
n he
is a
ble
to p
roce
ss is
gre
atly
lim
ited.
The
teac
her
then
nee
ds to
exp
and
her
repe
rtoi
re o
f in
stru
ctio
nal p
rese
ntat
ions
so
that
she
will
rea
ch th
e ch
ildth
roug
hal
l thr
ee p
rim
ary
mod
aliti
es-
-the
aud
itory
, vis
ual,
and
hapt
icch
anne
ls.
5
awe
;--7
1'"
1L
-1
B.
The
Pro
gram
Doe
s th
e pr
ogra
m s
truc
ture
allo
w c
hoic
es a
nd a
ltern
ativ
eac
tiviti
es?
Is th
ere
suff
icie
nt s
truc
ture
and
org
aniz
atio
n fo
r th
e ch
ildw
ho h
as d
iffi
culty
in d
irec
ting
his
own
activ
ity?
Doe
s th
e cl
assr
oom
str
uctu
re a
llow
suf
fici
ent f
reed
om o
fm
ovem
ent f
or th
e ch
ild to
exp
end
phys
ical
ene
rgy?
Doe
s th
e da
ily s
ched
ule
cons
ider
dev
elop
men
tal c
hara
cter
istic
san
d ab
ilitie
s of
the
child
ren?
Is it
wel
l-ba
lanc
ed w
ith q
uiet
wor
k, f
ree
choi
ce a
ctiv
ity, s
mal
l gro
up a
ctiv
ity, a
nd p
hysi
cal
mov
emen
t?
Is th
e le
ngth
of
a w
ork
peri
od lo
ng e
noug
h to
com
plet
e th
e ta
sk,
but s
hort
eno
ugh
so a
s to
be
with
in th
era
nge
of th
e ch
ild's
atte
ntio
n sp
an?
6
min
a4-
>a
» "0
1,°%
-.,4
,.. .1
..
4a06
04ow
e*.
omili
qw
ow.
*boy
4E06
4ir
ipw
4hi
scr4
hera
ml
imis
t4ar
tla
rim
vam
A c
hild
's in
abili
ty to
adj
ust t
o th
e cl
ass
prog
ram
can
be
a fa
ctor
in c
reat
ing
a le
arni
ng p
robl
em. S
ome
child
ren
cann
ot to
lera
te th
e hi
gh le
vel o
f st
imul
atio
npr
esen
t in
an "
open
cla
ssro
om."
Som
e ca
nnot
org
aniz
e th
eir
beha
vior
in o
rder
to f
unct
ion
in in
depe
nden
t lea
rnin
g ce
nter
s.O
ther
chi
ldre
n ca
nnot
wor
k at
asu
ffic
ient
rat
e or
atte
nd to
one
task
long
eno
ugh
to k
eep
up w
ith th
e pa
ce in
ast
ruct
ured
cla
ssro
om w
here
ther
e is
a s
peci
fic
leng
th o
f tim
e al
low
ed f
or m
ath,
read
ing,
etc
.C
erta
in c
hild
ren
can
do th
eir
best
wor
k in
the
mor
ning
, whi
leot
hers
shi
ne in
the
afte
rnoo
n.T
hese
"la
rks"
and
"ow
ls"
may
hav
e di
ffic
ulty
func
tioni
ng in
a c
lass
room
whe
re th
e sc
hedu
le r
equi
res
them
to p
erfo
rm w
hen
they
are
not
at t
heir
bes
t. W
e ne
ed to
mak
e m
odif
icat
ions
in th
e pr
ogra
m to
acco
mm
odat
e th
ese
child
ren
who
hav
e di
ffer
ent i
nner
lock
s, a
ctiv
ity le
vels
,or
gani
zatio
nal a
bilit
y, s
timul
atio
n to
lera
nce,
and
rat
es o
f le
arni
ng.
C.
The
Mat
eria
ls
Are
the
mat
eria
ls m
atch
ed to
the
lear
ning
sty
le o
f th
e c±
11ci
(i. e
. vis
ually
stim
ulat
ing
mat
eria
ls f
or th
e vi
sual
lear
ners
,an
d au
dito
ry m
ater
ials
for
the
audi
tory
lear
ner)
?
Are
the
mat
eria
ls m
atch
ed to
the
abili
ty o
f th
e st
uden
t?
7
_f1
..114
.441
Are
the
mat
eria
ls in
tere
stin
g to
the
child
(do
they
hol
d hi
sin
tere
st)?
Doe
s th
e m
ater
ial f
ollo
w in
seq
uenc
ew
ith o
ther
wor
k?
Doe
s ea
ch n
ew ta
sk c
onta
in f
amili
arel
emen
ts to
whi
ch th
ech
ild c
an r
elat
e th
e ne
w le
arni
ngs?
Is th
ere
an a
dequ
ate
quan
tity
ofm
ater
ials
for
eac
h ch
ild to
have
wha
t he
wan
ts a
nd n
eeds
?
Are
the
mat
eria
ls s
afe
and
stur
dy?
Are
man
ipul
ativ
e m
ater
ials
ava
ilabl
e fo
rth
e ch
ild to
use
as
conc
rete
aid
s to
lear
ning
?
The
teac
her
has
the
resp
onsi
bilit
y of
pro
vidi
ngth
e ch
ildre
n w
ith th
e se
tting
and
the
oppo
rtun
ity f
or le
arni
ng. O
ne o
fth
e m
ost i
mpo
rtan
t com
pone
nts
of th
ese
tting
is th
e pr
esen
tatio
n of
app
ropr
iate
mat
eria
ls.
Mat
eria
ls s
houl
d be
eva
l-ua
ted
and
sele
cted
with
reg
ard
for
the
child
's .i
nter
est,
atte
ntio
n sp
an, a
udito
ryan
d vi
sual
ski
lls.
8
4445
179t
*".
sAw
orgw
at
VA
RIA
BLE
S W
ITH
IN T
HE
LE
AR
NE
R
Edu
cato
rs h
ave
spen
t a g
reat
dea
l of
time
talk
ing
abou
t ind
ivid
ual d
iffe
renc
esin
chi
ldre
n, b
ut th
e de
gree
to w
hich
we
acce
pt a
nd a
llow
for
thes
e di
ffer
ence
s in
the
clas
sroo
m is
to b
e qu
estio
ned.
We
still
tend
to lo
ok a
t dev
iatio
ns in
a n
egat
ive
way
, and
our
atte
mpt
s to
dea
l with
them
are
lim
ited
to tr
ying
to "
mod
ify"
div
erge
ntbe
havi
ors
so th
e ch
ild w
ill b
em
ore
like
the
othe
rs.
In p
laci
ng th
e bu
rden
of
chan
geon
the
child
by v
iew
ing
his
dive
rgen
ce a
s un
desi
rabl
e--w
ear
e cr
eatin
g a
prob
lem
.In
acc
eptin
g th
e re
spon
sibi
lity
for
educ
atin
g ch
ildre
n,w
e ne
ed to
acc
ept a
wid
erra
nge
of in
divi
dual
dif
fere
nces
, and
see
k w
ays
to m
odif
you
r cl
assr
oom
s an
d pr
o-gr
ams
to a
ccom
mod
ate
them
.L
et u
s ex
amin
e br
iefl
y so
me
of th
e va
riab
les
with
inch
ildre
n w
hich
may
hav
e in
flue
nce
on th
e m
etho
ds w
e us
e to
teac
h th
em:
Prev
ious
Lea
rnin
g E
xper
ienc
es: E
ach
child
ente
rs y
our
clas
sroo
m w
ith a
dif
fere
ntse
t of
back
grou
nd e
xper
ienc
es.
The
se d
iffe
ring
exp
erie
nces
var
y w
ith e
ach
indi
-vi
dual
acr
oss
cultu
ral o
r so
cioe
cono
mic
line
s, a
ndev
en a
mon
g se
vera
l chi
ldre
nw
ithin
the
sam
e fa
mily
.C
hild
ren
who
go
thro
ugh
sim
ilar
expe
rien
ces
vary
inth
eir
reac
tions
to th
em, d
epen
ding
on th
eir
pers
onal
ity tr
aits
and
thei
r pe
rcep
tions
of th
ese
situ
atio
ns.
So, t
he im
pact
of
prev
ious
exp
erie
nces
mus
t be
eval
uate
d in
term
s of
eac
h ch
ild, i
ndiv
idua
lly.
Exp
erie
nces
whi
ch d
irec
tly r
elat
e to
the
lear
n-in
g si
tuat
ion
may
be
divi
ded
into
two
cate
gori
es: p
resc
hool
exp
erie
nces
and
sch
ool 9
if
:==
=-7
1 I
expe
rien
ces.
Som
e fa
ctor
s of
the
pres
choo
l exp
erie
nces
to b
e co
nsid
ered
are
:(a
) re
latio
nshi
ps w
ith a
dults
and
oth
er c
hild
ren,
(b)
expo
sure
to b
ooks
and
rea
ding
,(c
) la
ngua
ge d
evel
opm
ent,
(d)
met
hods
of
prob
lem
sol
ving
, (e)
cog
nitiv
e an
dpe
r-ce
ptua
l exp
erie
nces
.In
con
side
ring
pre
viou
s sc
hool
exp
erie
nces
,on
e sh
ould
look
at: (
a) s
eque
nce
of s
kill
deve
lopm
ent,
(b)
succ
ess
and
failu
re e
xper
ienc
es, (
c) r
e-la
tions
hip
with
teac
hers
and
peer
s, (
d) in
stru
ctio
nal m
etho
ds to
whi
ch th
e ch
ild h
asbe
en e
xpos
ed. E
xpos
ure
to n
on-s
eque
ntia
lac
tiviti
es, i
nstr
uctio
nal m
etho
ds w
hich
do n
ot m
atch
the
child
's le
arni
ng s
tyle
, and
cons
iste
nt f
ailu
re m
ay c
ontr
ibut
e to
lear
ning
pro
blem
s.
Atte
ntio
n Sp
an: T
he le
ngth
of
time
a ch
ild c
an m
aint
ain
invo
lvem
ent i
nan
act
ivity
vari
es a
nd b
ecom
es a
pro
blem
whe
nw
e tr
y to
impo
se a
tim
e sc
hedu
le f
or th
e w
hole
clas
s. A
fle
xibl
e tim
e sc
hedu
le, b
reak
ing
task
s up
into
sm
alle
r co
mpo
nent
s, a
ndpr
ovid
ing
a va
riet
y of
act
iviti
es a
ta
give
n tim
e ar
e te
chni
ques
that
allo
w f
or c
hil-
dren
with
sho
rt a
ttent
ion
span
s.T
hese
chi
ldre
n m
ay n
ot b
e ab
le to
com
plet
eon
elo
ng a
ssig
nmen
t, bu
t if
it is
bro
ken
up in
to s
ever
al s
hort
er ta
sks
he m
ay b
e ab
leto
atte
nd to
and
com
plet
e th
e ta
sk.
Rat
e of
Per
cept
ion:
The
rat
e at
whi
chch
ildre
n 7,
re a
ble
to p
erce
ive
and
proc
ess
info
rmat
ion
also
var
ies
from
chi
ld to
chi
ld.
With
som
e ch
ildre
n w
e ca
n "e
limin
ate"
appa
rent
"le
arni
ng d
isab
ilitie
s" b
y m
erel
ysl
owin
g do
wn
the
rate
at w
hich
we
pre-
sent
mat
eria
l and
by
givi
ng th
emm
ore
time
to r
espo
nd.
For
exam
ple,
one
chi
ld10
nom
Pism
alM
ttl:=
1=
"--1
!""
'64
amm
o*un
deil
awl
seem
ed to
be
havi
ng a
gre
at d
eal o
f di
ffic
ulty
with
spe
lling
: he
reve
rsed
the
orde
rof
lette
rs. c
onfu
sed
lette
rs a
nd s
ound
s, a
nd le
ft o
ut s
ome
wor
ds a
ltoge
ther
. We
reco
rded
the
spel
ling
wor
ds o
n ta
pe a
nd le
t him
take
the
test
indi
vidu
ally
.H
elis
tene
d to
a w
ord,
sto
pped
the
reco
rder
, and
took
the
4-;.m
e he
nee
ded
to w
rite
itdo
wn.
Whe
n he
was
rea
dy, h
e tu
rned
on
the
reco
rder
to li
sten
to th
e ne
xt w
ord.
F.om
a p
revi
ous
aver
age
scor
e of
20
perc
ent c
orre
ct, h
e no
w w
as a
vera
ging
90
perc
ent c
orre
ct--
abou
t one
err
or. H
e ju
st n
eede
d m
ore
time
and
coul
d no
t fun
ctio
nun
der
pres
sure
!
Styl
e of
Lea
rnin
g: E
ach
of u
s ha
s a
way
of
lear
ning
that
is e
asie
st f
or u
s. S
ome
of u
s ar
e vi
sual
lear
ners
: we
lear
n by
rea
ding
or
a st
imul
us. S
ome
are
audi
tory
lear
ners
who
lear
n be
st b
y he
arin
g an
d lis
teni
ng to
aud
itory
inpu
t.O
ther
s ar
em
otor
and
hap
tic le
arne
rs a
nd le
arn
best
by
,loin
g.M
ost c
hild
ren
can
pick
up
enou
gh in
form
atio
n th
roug
h an
y ch
anne
l to
func
tion
rega
rdle
ss o
f ou
r te
achi
ngm
etho
ds.
But
, a c
hild
who
rel
ies
on h
is s
tron
ger
chan
nel b
ecau
se o
f w
eake
nsse
sin
the
othe
rs w
ill b
e ha
ndic
appe
d in
a le
arni
ng s
ituat
ion
in w
hich
we
do n
ot m
atch
the
inst
ruct
iona
l met
hod
to h
is a
rea
of a
bilit
y.
Act
ivity
Lev
el: S
ome
child
ren
seem
to h
ave
limitl
ess
ener
gy w
hile
oth
ers
are
mor
e pl
acid
.O
f co
ncer
n to
us
in th
e cl
assr
oom
are
the
hype
ract
ive
child
, who
sehi
gh e
nerg
y le
vel d
istr
acts
oth
ers
as w
ell a
s hi
mse
lf, a
nd th
e hy
pera
ctiv
e ch
ildw
ho a
ppea
rs f
atig
ued
and
leth
argi
c.T
he h
yper
activ
e ch
ild is
dea
lt w
ith e
xten
sive
ly11
4mr-
4.4.
4444
040,
4,..4
4ssm
mtr
ifer
omfr
ve.r
.'.'
w--
""""
""
=M
.:=
1!!
""-4
r-14
*"4
441"
*.4.
4
in th
e fi
nal p
ortio
n of
this
boo
k.H
yper
activ
ity o
ften
cau
ses
us to
sus
pect
a m
ed-
ical
pro
blem
, and
this
pos
sibi
lity
shou
ld b
e ch
ecke
d.
Impu
lse
Con
trol
: The
impu
lsiv
e/re
flec
tive
dim
ensi
on o
f th
e pe
rson
ality
has
long
been
rec
ogni
zed
by b
ehav
iora
l sci
entis
ts; r
esea
rch
sugg
ests
that
this
is a
fai
rly
stab
le tr
ait w
hich
per
sist
s in
to a
dulth
ood.
We
shou
ld, t
here
fore
, exp
ect (
and
acce
pt)
that
som
e ch
ildre
n w
ill r
eact
to s
ituat
ions
and
stim
uli r
athe
r im
puls
ivel
y,w
ith li
ttle
fore
thou
ght a
s to
the
cons
eque
nces
of
thei
r ac
tions
; whi
le o
ther
s, w
illre
flec
t on
the
poss
ible
out
com
e of
thei
r be
havi
or to
a g
reat
er e
xten
t.
Inte
llect
ual A
bilit
y: T
he g
ener
al c
apac
ity f
or le
arni
ng a
nd r
easo
ning
var
ies
grea
tlyam
ong
child
ren.
Tra
ditio
nally
, we
have
labe
led
the
extr
emes
as
"men
tally
reta
rded
" an
d "g
ifte
d" a
nd r
eleg
ated
he
resp
onsi
bilit
y fo
r te
achi
ng th
em to
spe
c-ci
alis
ts in
the
dom
ain
of "
spec
ial e
duca
tion.
" T
his
scho
ol o
f th
ough
t is
now
und
erqu
estio
n by
man
y ed
ucat
ors:
do
we
need
to s
end
a ch
ild o
ut o
f th
e "r
egul
ar"
clas
s-ro
om in
ord
er to
rec
eive
indi
vidu
aliz
ed in
stru
ctio
n?If
we,
as
teac
hers
, are
assu
min
g th
e re
spon
sibi
lity
for
the
euca
tion
of c
hild
ren,
then
ther
e is
onl
y on
equ
estio
n w
hich
sho
uld
be o
f co
ncer
n to
us:
"Is
this
chi
ld te
acha
ble?
"O
nly
in c
ases
of
prof
ound
men
tal r
etar
datio
n ca
n w
e an
swer
"no
" (a
lthou
gh w
e no
wkn
ow th
at e
ven
the
mos
t sev
erel
y re
tard
ed c
an le
arn,
but
thei
r le
arni
ng is
not
appr
opri
ated
to th
e pu
blic
sch
ool)
.T
he c
hild
with
sub
-ave
rage
inte
llect
ual a
bilit
y 12
-wre
....K
rwrO
mpo
rrt.
,
CA
M01
1041
tarlx
+.1
tos4
00.4
1.as
ala4
.4is
raur
4er
riew
4
may
lear
n at
a s
low
er r
ate,
in s
mal
ler
step
s, a
ndm
ore
conc
rete
ly th
an o
ther
chi
l-dr
en, b
ut h
e ca
n le
arn.
Our
res
pons
ibili
tyis
to f
ind
out h
ow th
e ch
ildca
n le
arn-
-an
d to
teac
h hi
m.
Cop
ing
Mec
hani
sms:
Thi
s re
fers
to th
e m
anne
r in
whi
cha
child
dea
ls w
ith h
isan
xiet
y an
d fr
ustr
atio
n. S
ome
of th
em
ere
com
mon
one
s us
ed b
y ch
ildre
nar
ew
ithdr
awal
("I
f I
don'
t do
anyt
hing
at a
ll,th
en I
fail.
"),
hos
tility
(hi
tting
,ki
ckin
g, a
ngry
yel
ling,
tant
rum
3), a
ndre
gres
sion
(re
vert
ing
to d
epen
dent
, inf
antil
ebe
havi
or).
We
all
use
thes
e m
echa
nism
s to
som
e de
gree
.In
terv
entio
n is
nec
essa
ryw
hen
they
are
use
d to
suc
han
ext
rem
e de
gree
that
the
child
is u
nabl
e to
fun
ctio
nsa
tisfa
ctor
ily.
13
=1.
r!!`
,.41
"""-
4k"
"44
...m
akin
g ch
ange
s
I....
14.
.0...
4
Loo
king
at t
he c
hild
ren
in y
our
clas
srco
m,
you
may
dec
ide
that
you
wou
ld li
keto
mak
e so
me
chan
ges.
Whe
re d
oyo
u be
gin?
1.Pi
n °i
nt th
e ro
blem
bob
serv
in;
info
mal
l eva
luat
in, a
nd c
olle
ctin
info
rmat
ion
abou
t the
chi
ld.
It is
not
suf
fici
ent t
o co
nclu
de th
at th
e ch
ild h
asa
read
ing
prob
lem
; it i
s ne
cess
ary
to p
inpo
int e
xact
lyw
hy th
e ch
ild c
anno
t rea
d.D
oes
he h
ave
diff
icul
ty w
ith d
iscr
imin
atio
n?cl
osur
e (b
lend
ing)
?so
und-
sym
bol
asso
ciat
ion?
visu
al m
emor
y? s
hort
atte
ntio
n sp
an?
Spec
ific
info
rmat
ion
is n
eces
-sa
ry in
ord
er to
des
ign
an a
ppro
pria
te in
stru
ctio
nal
prog
ram
. We
have
incl
uded
som
e ai
ds f
or e
valu
atin
g an
d ob
serv
ing
child
ren
in th
is b
ook.
The
Pri
mar
yD
evel
opm
enta
l Che
cklis
t (A
ppen
dix
A)
will
hel
pyo
u to
zer
o in
on
the
area
in w
hich
the
child
is e
xper
ienc
ing
the
mos
t dif
ficu
lty(a
udito
ry, v
isua
l, so
cial
-em
otio
nal,
etc.
).G
uide
lines
for
the
obse
rvat
ion
and
info
rmal
eva
luat
ion
ofch
ildre
n (A
ppen
dix
B)
may
be
an a
id to
you
in th
e pl
anni
ng a
ndde
velo
pmen
t of
your
ow
n pr
ogra
m o
fin
form
al e
valu
atio
n.In
add
ition
to e
ach
of th
e sk
ill a
reas
in th
e se
ctio
non
teac
h-in
g id
eas,
we
have
incl
uded
a li
st o
f be
havi
ors
whi
chm
ay b
e ob
serv
ed in
chi
ldre
nw
ith e
ach
defi
cit,
and
sam
ple
item
s fr
omw
hich
you
may
pat
tern
an
info
rmal
dia
g-no
stic
.!,n
stru
men
t.
14
".15
1,
11...
,
1004
t=1-
-t=
tal
s.ht
I
2.Fo
rmul
ate
a "p
rofi
le"
of th
e ch
ild's
str
engt
hs a
nd w
eakn
esse
s ba
sed
on th
ein
form
atio
n yo
u ha
ve g
athe
red
abou
t him
. A s
ampl
e pr
ofile
mig
ht lo
ok li
ke th
is:
Stre
ngth
sau
dito
ry d
iscr
imin
atio
nau
dito
ry m
emor
yau
dito
ry c
losu
revi
sual
dis
crim
inat
ion
visu
al c
losu
rego
od s
elf-
conc
ept
wan
ts to
lear
n
Wea
knes
ses
visu
al-m
otor
visu
al m
emor
yfa
tigue
s ea
sily
visu
al f
igur
e-gr
ound
From
this
pro
file
, for
m s
ome
hypo
thes
es a
bout
the
child
's le
arni
ng a
bilit
y.Fo
rex
ampl
e, f
ora
child
with
the
abov
e "p
rofi
le, "
we
mig
ht c
oncl
ude
that
he
has
cert
ain
visu
al d
efic
its w
hich
are
Int
erfe
ring
with
his
rea
ding
per
form
ance
; tha
the
see
ms
to b
e st
rong
er in
his
aud
itory
ski
lls; a
rd w
ould
pro
babl
y be
nefi
t mos
tfr
om in
stru
ctio
n w
hich
is a
imed
at h
is a
udito
ry c
hann
el. T
he m
ost v
alua
ble
info
r-m
atio
n co
ntai
ned
in a
ny p
rofi
le is
that
whi
ch in
dica
tes
the
child
's s
tren
gths
, for
this
giv
es y
ou c
lues
as
to h
ow h
e ca
n le
arn;
not
why
he
can'
t.
3.Se
lect
and
impl
emen
t a p
rogr
am o
f in
stru
ctio
nal p
roce
dure
s. T
here
isro 15
*-1
... .,
,`.3
.-"
....A
11
one
met
hod
whi
ch w
ill w
ork
with
all
child
ren
with
lear
ning
pro
blem
s. A
teac
hing
syst
em o
r pr
oced
ure
mus
t be
eval
uate
d in
term
s of
its
appr
opri
aten
ess
for
apa
rtic
ular
chi
ld's
nee
d a,
a p
artic
ular
tim
e.U
pon
sele
ctin
g a
met
hod
or te
ch-
niqu
e, a
rk y
ours
elf:
Do
the
elem
ents
of
this
tech
niqu
e fi
t the
lear
ning
nee
ds (
styl
e)of
this
chi
ld?
Aft
er y
ou h
ave
sele
cted
a p
roce
dure
, con
stan
tly r
e-ev
alua
teit
inte
rms
of th
e pr
ogre
ss th
e ch
ild is
mak
ing.
It m
ay ta
ke s
ever
al a
ttem
pts
befo
reyo
u fi
nd th
e co
nditi
ons
unde
r w
hich
a c
hild
can
per
form
at h
is b
est.
The
pri
ncip
le o
f m
atch
ing
the
inst
ruct
iona
l pro
cedu
res
to th
e ch
ild's
lear
ning
styl
e do
es n
ot a
ffec
t the
con
tent
of
the
inst
ruct
ion
as m
uch
as it
doe
s th
e m
anne
rin
whi
ch y
ou p
rese
nt it
.C
hild
ren
lear
n pr
imar
ily b
y w
ay o
f th
ree
chan
nels
of
inpu
t: th
e au
dito
ry c
hann
el, t
he v
isua
l cha
nnel
, and
thro
ugh
hapt
ic (
tact
ile a
ndki
nest
hetic
) se
nsat
ion
and
perc
eptio
n. A
deb
ilita
ting
wea
knes
s in
one
mod
e su
g-ge
sts
to u
s th
at th
e ch
ild w
ill p
roba
bly
lear
n be
st th
roug
h th
eot
her
chan
nels
.T
hus,
it m
ay h
elp
to c
onsi
der
the
follo
win
g su
gges
tions
in p
lann
ing
for
the
child
who
sele
arni
ng p
robl
em in
volv
esa
proc
ess
diso
rder
in o
ne o
r m
ore
of th
e pr
imar
y ch
an-
nels
of
lear
ning
.
The
Vis
ual L
earn
er (
the
child
who
has
dis
ablin
g w
eakn
esse
sin
the
audi
tory
chan
nel,
'gut
who
se v
isua
l cha
nnel
is in
tact
)
1.W
hen
pres
entin
g m
ater
ial a
udito
rally
,ac
com
pany
the
audi
tory
stim
ulus
16
ani.1
.1.1
111,
1.
with
vis
ual a
ids
and
tact
ile-k
enes
thet
ic e
xper
ienc
es.
Sinc
e hi
s ab
ility
to r
ecei
vean
d pr
oces
s an
aud
itory
stim
ulus
is im
pair
ed, r
einf
orce
men
tth
roug
h th
e ot
her
two
chan
nels
will
enh
ance
his
lear
ning
by
incr
easi
ng th
esc
ope
of th
e au
dito
ry s
timul
us.
Rem
embe
ring
how
the
stim
ulus
look
ed a
nd f
elt w
ill h
elp
him
to r
emem
ber
wha
t it
soun
ded
like.
2.Fa
ce th
e ch
ild w
hen
spea
king
to h
im. H
is w
atch
ing
your
fac
e an
d m
outh
will
hel
p hi
m a
ttend
and
gai
n m
eani
ng.
3.Pr
esen
t aud
itory
stim
uli c
lear
ly a
nd c
onci
sely
so th
at th
e m
essa
ge h
em
ust d
ecod
e an
d pr
oces
s w
ill b
e as
sim
ple
as p
ossi
ble.
4.R
espo
nd c
onsi
sten
tly to
sig
nal s
ound
s(be
lls, d
irec
tions
, etc
.).
Con
sist
-en
cy a
nd r
epet
ition
rei
nfor
ce a
udito
ry m
emo:
-y.
5.G
ive
sim
ple,
unc
ompl
ex d
irec
tion,
.on
e th
ing
at a
tim
e. W
hen
it is
nec
-es
sary
to g
ive
a le
ngth
y se
quen
ce o
f di
rect
ions
pro
vide
vis
ual c
lues
to h
elp
the
child
rem
embe
r th
em (
i.e.
,w
rite
them
dow
n, o
r pr
ovid
e a
pict
oria
l sch
edul
e fo
rhi
m t3
fol
low
).
6.Pr
ovid
e vi
sual
clu
es in
all
wor
k. F
or e
xam
ple,
let h
imsi
t nea
r yo
u17
46.1
S441
-111
1"40
61.,v
.;*14
0.4.
See.
-,44
,'
MI M
il N
MM
INI
MN
Mor
mill
sba
iiik4
4
whe
n yo
u ar
e re
adin
g ou
t lea
dso
he
can
follo
w a
long
with
the
wor
ds a
nd p
ictu
res.
Whe
n "l
ectu
ring
" to
the
clas
s,us
e th
e ch
alkb
oard
, cha
rts,
and
oth
er v
isua
l aid
sto
hel
p hi
m f
ollo
w, r
emem
ber
the
audi
tory
inpu
t.
The
Aud
itory
Lea
rner
(th
e ch
ild w
hose
visu
al w
eakn
esse
s im
pair
his
abi
lity
to le
arn
thro
ugh
tl-lt
mod
e, b
ut w
hose
aud
itory
skill
s ar
e in
tact
):
1. W
hen
pres
entin
g m
ater
ial v
isua
lly (
read
ing,
wor
kboo
ks, w
orks
heet
s, e
tc.)
,ac
com
pany
the
visu
al s
timul
us w
ith s
ome
form
of
audi
tory
inpu
t and
per
haps
tact
ile-k
enes
thet
ic e
xper
ienc
es.
Sinc
e th
e ch
ild's
abi
lity
topr
oces
s vi
sual
inpu
tis
impa
ired
, aud
itory
and
tact
ile-k
enes
thet
icre
info
rcem
ent w
ill a
id h
is p
rece
ptio
nan
d im
ager
y (m
emor
y) o
f vi
sual
stim
uli.
2. A
s m
uch
as p
ossi
ble,
teac
h th
e ch
ildth
roug
h hi
s au
dito
ry c
hann
el.
Rea
d-.
ing
our
loud
, the
use
of
the
tape
rec
orde
r,re
cord
s, th
e la
ngua
ge m
aste
r, a
ndgr
oup
disc
ussi
ons
wou
ld b
e ap
prop
riat
e fo
r pr
esen
ting
info
rmat
ion
to th
e au
dito
ryle
arne
r.
3.Pr
ovid
e vi
sual
cue
s (d
ots,
arro
ws,
tape
on
his
desk
upo
n w
hich
are
wri
tten
cert
ain
lette
rs o
r nu
mer
als
whi
ch h
eha
s di
ffic
ulty
rem
embe
ring
) to
hel
pth
e ch
ild's
vis
ual m
emor
y.
18
I
rt
1111
111
*Ng
WW
1r!
-`,-
"Al'"
"1!.
0-0,
a1ir
ram
aii
11=
1111
1111
1111
0111
110
4. M
ake
sure
that
all
visu
al w
ork
activ
ities
are
cle
ar a
nd w
ell o
rgan
ized
.A
clu
ttere
d w
orks
heet
, or
a w
orkb
ook
with
out c
lear
spa
cing
or w
ith to
o m
uch
on a
page
, will
fur
ther
con
fuse
a c
hild
with
a v
isua
l fig
ure-
grou
nd, d
iscr
imin
atio
n, o
rsp
atia
l pro
blem
.
5.W
hen
the
child
is p
artic
ipat
ing
in a
gro
up v
isua
l act
ivity
, (w
orkb
ooks
,pr
actic
e sh
eets
, etc
.) s
eat h
im n
ear
the
teac
her,
aid
e, o
r an
othe
r ch
ild w
ho w
illm
ake
sure
he
is f
ollo
win
g al
ong
in th
e ri
ght p
lace
at t
he r
ight
tim
e.
The
chi
ld w
ho h
as d
efic
its in
bot
h th
e au
dito
ry a
nd v
isua
l cha
nnel
s ne
eds
toha
ve a
ll le
arni
ng r
einf
orce
d by
tact
ile-k
ines
thet
ic e
xper
ienc
es. B
elow
,w
e ha
velis
ted
and
desc
ribe
d so
me
of th
ese
tech
niqu
es w
hich
are
ada
ptab
le to
man
y cu
r-ec
ulum
are
as:
1.C
ut le
tters
and
num
bers
out
of
felt
and
glue
eac
h le
tter
on a
5"
x 8"
pla
in w
hite
inde
x ca
rd. H
ave
the
child
trac
e ov
er th
e le
tters
with
his
fin
gers
, sim
ulta
neou
sly
sayi
ng th
e le
tter
nam
e or
sou
nd a
loud
.
2.Sh
ape
lette
rs, n
umbe
rs, o
r w
ords
out
of
cook
ie d
ough
.!z
ake,
pai
nt, a
ndsh
ella
c th
em.
Let
the
child
ren
man
ipul
ate
them
to f
eel t
he s
hape
s of
the
lette
rsor
num
eral
s, o
r pu
t the
lette
rs to
geth
er to
bui
ld w
ords
. Eac
h ch
ildca
n ha
ve f
unm
akin
g hi
s ow
n se
t of
lette
rs to
use
.19
,VA
gism
veV
f.-.
210.
...rA
-Tp,
T.,.
74)e
peo,
,,,p7
rorr
it9et
trA
w,..
4.1r
arr,
0",-
.
1101
111
fow
lPo
w.
Wog
tfol
l`t
IM"a
-41-
ml
i464
4'P
d*"4
i
3.Pl
ace
a pi
ece
of li
ght o
r m
ediu
m w
eigh
t pap
er o
ver
a pi
ece
of w
indo
wsc
reen
. Bea
ring
dow
n w
ith a
cra
yon,
wri
te a
lette
r, n
umbe
r, o
r w
ord
on th
e pa
per.
Thi
s w
ill r
esul
t in
a bu
mpy
impr
essi
on w
hich
the
child
can
trac
e w
ith h
is f
inge
r.
4.C
hild
ren
can
shap
e th
eir
own
lette
rs a
nd w
ords
out
of
clay
.
5.T
he c
hild
can
wri
te le
tters
and
wor
ds in
a tr
ay o
r ba
king
pan
fill
ed w
itha
1/2
inch
laye
r of
dry
or
wet
san
d.
6.L
et th
e ch
ild d
raw
lette
rs, n
umer
als,
wor
ds, a
nd s
hape
s in
fin
gerp
aint
.
Any
teac
her
who
has
see
n th
e fa
ce o
f a
child
who
con
sist
ently
exp
erie
nces
failu
re r
ealiz
es th
at th
e m
ost i
mpo
rtan
t con
side
ratio
n in
teac
hing
is p
rom
otin
g th
ech
ild's
pos
itive
sel
f-co
ncep
t. W
e w
ould
like
to p
rovi
deyo
u w
ith s
ome
posi
tive
sugg
estio
ns w
hich
we
hope
will
hel
p yo
u to
teac
h th
e ch
ild.
***S
tres
s th
e ch
ild's
str
engt
hs r
athe
r th
an d
wel
ling
on h
is d
efic
its.
Tea
chhi
m th
e w
ay h
e ca
n le
arn,
ind
mak
e hi
m a
war
e of
his
prog
ress
. ("W
hy d
on't
you
and
Susa
n co
me
over
her
e an
d pr
actic
e yo
ur s
pelli
ng w
ords
out
loud
toge
ther
? Y
ou s
eem
to le
arn
teem
bet
ter
that
way
.")
20
4.,,n
oma.
.rem
r
7 01
04tit
tMi
t#IN
.M
O1
0041
114
0114
stiif
won
=m
gsu
m0.
11.1
.1la
as.
***M
eet t
he c
hild
at h
is le
vel.
Giv
e hi
m w
ork
activ
ities
that
he
can
do--
abo
ok h
e kn
ows
how
to r
ead
or p
erio
dica
lly,
a m
ath
pape
r he
has
alr
eady
mas
tere
d.In
this
way
he
can
feel
the
sens
e of
acc
ompl
ishm
ent a
ndsu
cces
s th
at c
omes
whe
non
e ca
n "d
o it
easi
ly."
Thi
s al
so g
ives
him
a p
ositi
ve a
ttitu
de to
war
d le
arni
ng; i
tas
soci
ates
lear
ning
with
a p
leas
ant f
eelin
g ra
ther
than
con
stan
t fru
stra
tion.
***M
ake
it a
rule
(an
d a
habi
t) to
acc
ompa
ny a
ny c
ritic
ism
or n
egat
ive
feed
-ba
ck w
ith a
t lea
st o
ne p
ositi
ve c
omm
ent.
Thi
s is
a g
ood
prac
tice
to e
ncou
rage
the
child
ren
to e
ngag
e in
as
wel
l.("
Julie
, you
got
all
thes
e co
rrec
t! L
et's
look
at
som
e of
thes
e ot
hers
aga
in."
)
***C
ompl
ete
task
s w
ith a
suc
cess
ful e
xper
ienc
e. T
he c
hild
will
be
mor
eea
ger
to f
ace
that
act
ivity
on
the
follo
win
g da
y.
***G
ive
the
child
an
oppo
rtun
ity to
dem
onst
rate
his
ski
lls. (
"Lr,
rry,
you
read
this
boo
k so
wel
l; w
ould
you
like
to g
o re
ad it
toso
me
of th
e ki
nder
gart
ench
ildre
n? "
)
***A
ccep
t and
val
ue th
e ch
ild's
indi
vidu
ality
rat
her
than
tryi
ngto
mol
d hi
mto
fit
a st
anda
rdiz
ed p
ictu
re. B
eing
acc
epte
d by
oth
ers
will
hel
p hi
m a
ccep
thi
mse
lf.
21
Woo
rklIc
W10
:011
P:A
7M17
:717
,,,W
RI7
1,Z
wzo
nv-,
,--
MI
Mad
*me
Iam
bi_I
we*
bum
fam
mis
The
rem
aind
er o
f th
is b
ook
is d
evot
ed to
idea
s th
at te
ache
rs h
ave
foun
d us
eful
inte
achi
ng c
hild
ren
with
indi
vidu
al n
eeds
and
hel
ping
them
fin
d su
cces
s in
lear
ning
.
TR
Y
one
mor
e w
ay
22
...O
RO
MO
M w
ay
tet ^
+M
X 0
.110
77,P
,W,
away
Lhow
ati
Our
than
ks g
o to
the
follo
win
g w
orks
hop
part
icip
ants
who
wan
ted
to s
hare
the
man
yid
eas
in th
is b
ook
with
you
...
Reg
ina
Bax
ter,
God
dard
Sand
ra B
aze,
Mai
zePh
yllis
Bra
dy, W
ichi
taJa
mes
Chi
sham
, Wel
lingt
onPh
yllis
Chi
sham
, Wel
lingt
onV
irgi
nia
Cri
ger,
Wel
lingt
onK
athl
een
Cro
w, M
aize
Rac
hel D
owdy
, Ark
ansa
s C
ityO
live
Dre
w, H
utch
inso
nG
wen
Dye
r, W
ichi
taR
ema
Fair
bank
s, M
aize
Ida
Gau
lden
, Ark
ansa
s C
ityE
lain
e G
ilstr
ap, A
rkan
sas
City
Jean
Gra
ber,
Kin
gman
Tre
va G
raha
m, A
rkan
sas
City
Jo A
nn G
reen
, Oxf
ord
Ver
nice
Hai
nes,
Cir
cle
Phyl
lis H
owar
d, K
ingm
anM
arci
a H
ughe
s, M
aize
Lor
etta
Hul
l, C
ircl
eD
orot
hy J
ane
Jord
an, G
odda
rdW
alte
r Jo
seph
, Ark
ansa
s C
ityL
orna
Joh
nson
, Mai
zeB
ever
le K
noep
pel,
Wel
lingt
onFl
ossi
e K
oont
z, W
ellin
gton
Mar
gare
t Lam
my,
Wel
lingt
onK
aren
Man
n, K
ingm
anV
era
Man
n, H
utch
insr
uB
erni
ta M
arke
n, M
aze
Dor
othe
a M
cInt
ire,
Wel
lingt
onFr
anki
e M
eist
er, W
ichi
taE
mm
a M
orga
n, A
rkan
sas
City
23
7-1
1MT
"0,
^
Lor
rain
e M
umm
a, M
aize
Dor
othy
Ann
Odu
m, G
odda
rdG
eral
dine
Orc
hard
, Wic
hita
Jean
Pul
liam
, Kin
gman
Kar
en R
amey
, Wel
lingt
onD
anna
Saf
t, M
aize
Joyc
e Sh
elto
n, M
aize
Ros
ie M
. Sm
ith, W
ellin
gton
Car
olyn
Sne
ed, O
xfor
d
Dw
ain
Stew
art,
Ark
ansa
s C
ityJa
layn
Stie
ben,
Mai
zeE
dith
Tac
ker,
Val
ley
Cen
ter
Bet
ty T
halm
ann,
Hav
enL
ila T
rarb
ach,
Wic
hita
Ros
e W
alke
r, O
xfor
dN
eva
Wilc
ox, A
rkan
sas
City
Mik
e W
olfe
, Ark
ansa
s C
ityJu
dy W
oods
, Val
ley
Cen
ter
1114
101.
4
Spec
ial a
ppre
ciat
ion
is g
iven
to M
rs. B
arba
ra B
oeke
n, S
ecre
tary
to th
e Pr
ojec
tin
Ear
ly C
hild
hood
/Spe
cial
Edu
catio
n, f
or h
er w
ork
in ty
ping
of
this
book
.
24
r
e"
tI
II
I4
- -
--1
4is
omiN
4m
ewl
=N
S
VIS
UA
L S
KIL
LS
visu
al r
ecog
nitio
n an
d di
scri
min
atio
nvi
sual
fig
ure-
grou
ndvi
sual
clo
sure
visu
al m
emor
y (r
evis
ualiz
atio
n)vi
sual
seq
uent
ial m
emor
y
25
414,
14;',
511A
mri
gar.
,44$
rwe4
r4su
rrtli
msr
4rtr
vxm
Arm
or,1
17,M
r""1
44-1
1PPV
"-'1
".
NM
PO
WO
wl
0114
4PI
ON
Pial
OW
WIN
1110
4E
MS
MO
Ili
MIN
IN
MI
MIM
I
VIS
UA
L R
EC
OG
NIT
ION
AN
DD
ISC
RIM
INA
TIO
N
Def
initi
on: W
hen
pres
ente
d w
itha
visu
al -
,itm
ulus
, the
chi
ld c
an id
entif
y it
(by
labe
l, de
mon
stra
tion
of f
unct
ion,
etc
.),
and
can
diff
eren
tiate
its
prop
ertie
sfr
omot
her
visu
al s
timul
i.
Beh
avio
rs w
hich
may
indi
cate
a de
fici
t:
--po
or w
ord
or le
tter
reco
gniti
on--
conf
usio
ns a
nd s
ubst
itutio
ns o
f le
tters
and
wor
ds w
hen
read
ing
--di
ffic
ulty
rep
rodu
cing
or c
opyi
ng v
isua
l stim
uli (
shap
es, d
esig
ns,
lette
rs,
wor
ds, e
tc.)
--di
ffic
ulty
mat
chin
g vi
sual
stim
uli
(obj
ects
, des
igns
, let
ters
, wor
ds)
whi
ch a
re a
like
--di
ffic
ulty
sor
ting
out o
bjec
ts w
hich
are
alik
e--
inab
ility
to r
ecog
nize
or p
erce
ive
visu
al c
ues
(ges
ture
s, f
acia
lex
pres
sion
s, e
tc.)
Sam
ple
diag
nost
ic it
ems:
1."W
hich
one
is d
iffe
rent
? "
Lam
n
I 00
14.1
"":1
,=
1 =
7=
1rt
s=1
4-m
ayu6
rmol
2."S
how
me
whi
ch o
f th
ese
are
exac
tly th
e sa
me.
"
3.D
esig
n-co
pyin
g ac
tiviti
es.
....."
.,N
og7.
7.1
'!nte
ml
r-tr
it,0
46,0
4ki
aiki
ha-1
44-
614-
441
4.
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Giv
e th
e ch
ild a
sho
e bo
x co
ntai
ning
a v
arie
ty o
f ob
ject
s su
chas
: dif
fere
nt k
inds
of b
utto
ns, s
pool
s, b
eads
, and
blo
cks.
Ask
the
child
toso
rt th
em a
ccor
ding
toty
pe o
f ob
ject
, col
or, s
hape
, siz
e, e
tc.
Tem
plat
es
From
hea
vy c
ardb
oard
(th
e do
uble
-lay
erty
pe u
sed
in c
ardb
oard
car
tons
) m
ake
ase
t of
larg
e te
mpl
ates
: cir
cle,
squa
re,
tria
ngle
, rec
tang
le, o
val.
You
will
use
both
the
outli
ne a
nd th
e in
sert
:
MI
e0.
1*
AH
ave
the
child
ren
trac
e ar
ound
the
fram
edte
mpl
ates
fir
st--
then
the
cuto
utin
sert
s.St
artin
g w
ith th
e fr
amed
tem
plat
es is
eas
ier
as it
giv
es th
e ch
ild s
ome-
thin
g to
hol
d c,
n to
.A
lso,
it p
rovi
des
mor
e of
a g
uide
lim
iting
his
mov
emen
t and
chan
ce o
f er
ror.
Beg
in w
ith g
ross
mot
or m
ovem
ents
(tr
acin
g on
the
chal
kboa
rd,
and
cray
on o
n la
rge
pape
r) a
nd g
radu
ally
mov
e to
fin
e m
otor
(tr
acin
g on
pap
er
28
4'V
rFer
""M
2r""
VrA
M'rf
irrM
rVrr
yrrT
S.11
,r,tr
;A'/A
rJ1.
...
.
PV
IOW
4P
ION
"E
IPPO
IR
efit
mow
,fo
wl
loar
igw
rylim
yri
my
row
,al
ms
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
with
pen
cil)
.H
ave
the
child
trac
e ea
ch s
hape
ove
r an
dov
er a
gain
whi
le r
epea
ting
the
nam
e of
the
shap
e.T
his
prov
ides
tact
ile r
einf
orce
men
t of
his
visu
alm
emor
y.
Pain
t geo
met
ric
shap
es o
n m
ats.
The
mat
s ar
e th
en p
lace
d in
an
open
spa
ce f
orch
ildre
n to
sit
arou
nd.
Cal
l out
the
nam
es o
f tw
o ch
ildre
n an
d th
ena
me
of o
ne o
fth
e sh
apes
.T
he tw
o st
uden
ts r
ace
to g
et to
the
corr
ect m
at.
Aft
er th
e ch
ild h
as le
arne
d th
e ba
sic
geom
etri
c de
sign
s(c
ircl
e, s
quar
es r
ecta
ngle
,tr
iang
le, o
val,
etc.
), y
ou m
ay s
harp
en h
is v
isua
lpe
rcep
tion
thro
ugh
the
follo
win
gac
tivity
.T
his
can
be e
ither
an
ind:
'vid
ual
or g
roup
act
ivity
pla
yed
at h
ome,
in th
ecl
assr
oom
, or
mos
t any
whe
re.
Cho
ose
a ge
omet
ric
desi
gn a
nd a
sk th
e ch
ildor
gro
up to
nam
e as
man
y ob
ject
s in
the
room
as
they
can
whi
ch h
ave
this
sam
e ba
sic
desi
gn, e
ither
in to
tal o
r as
apa
rt o
f th
e ob
ject
's s
truc
ture
.T
he it
ems
will
not
alw
ays
beon
the
sam
e pl
ane;
NW
. ....
1.14
11.1
.1.1
.0.4
1. O
M*
04.0
../1
29
=
VIS
UA
L R
EC
OG
NIT
ION
AN
DD
ISC
RIM
INA
TIO
N
4.4.
1.44
writ
s{7y
yr -
;
thus
the
child
will
hav
e to
use
som
e vi
sual
dis
crim
inat
ion
inch
oosi
ng h
is it
ems.
For
exam
ple:
circ
le:
Plat
e, s
auce
r,cu
p, f
ace
of c
lock
, tel
epho
ne d
ial,
door
kno
bsq
uare
:fl
oor
tile,
win
dow
pane
, tab
le, b
ox, w
ashi
ng m
achi
ne li
d,pi
ctur
ere
ctan
gle:
win
dow
s, c
eilin
g, li
ghts
,do
ors,
boo
ks, p
ictu
re f
ram
es()
wad
s:pl
atte
rs, d
inin
g ro
om ta
ble,
eye
glas
ses,
ash
tray
tria
ngle
s:w
indo
ws,
ash
tray
, boo
ken
ds, c
lock
Hav
e th
e ch
ild s
elec
t fro
mth
epa
ge o
f a
new
spap
er a
ll of
asp
ecif
ied
lette
r,an
d dr
aw a
cir
cle
arou
ndth
em w
ith a
red
pen.
The
fro
ntpa
ge o
f th
e ne
wsp
aper
has
man
y di
ffer
ent k
inds
of
type
whi
ch a
id in
impr
ovin
g fo
rm c
onst
ancy
.
30
=.1
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Use
dra
win
gs o
f fi
gure
sin
ser
ies
cont
aini
nglik
e an
d un
like
figu
res.
Hav
e th
ech
ildre
n dr
aw li
nes
unde
r th
e fi
gure
s th
atar
e al
ike.
Proc
ure
a w
allp
aper
sam
ple
book
fro
myo
ur lo
cal d
eale
r.C
ut o
ut tw
o in
chsq
uare
s of
mat
chin
g an
dco
ntra
stin
g de
sign
s.W
ork
with
a s
mal
lgr
oup
of c
hild
ren,
givi
ng th
em p
lent
y of
room
in w
hich
to s
prea
dth
eir
desi
gns.
Giv
eea
ch c
hild
api
le o
f th
esq
uare
s, a
nd a
sk h
im to
pla
ceth
e on
es to
geth
er w
hich
are
exac
tly a
like.
Smal
l pat
tern
s an
dst
ripe
s ar
e be
st.
Aft
er th
ey h
ave
sort
edth
eir
squa
res,
ask
each
chi
ld to
iden
tify
or d
escr
ibe
the
colo
rs,
shap
es, o
r de
sign
son
eac
h of
his
mat
ched
pai
rs.
Thi
s la
st e
xerc
ise
help
s w
ith la
ngua
ge,
stre
ssin
g de
scri
ptiv
ew
ords
and
incr
easi
ngob
serv
atio
n sk
ill.
A v
isua
l dis
crim
inat
ion
gam
e, s
imila
r to
dom
inoe
s,ca
n be
mad
e by
usi
ng 3
"x
5"fi
le c
ards
and
an a
, sor
tmen
t of
smal
lpi
ctur
es o
r st
icke
rs--
two
or f
our
of e
ach
kind
.(G
ift s
ticke
rs w
ould
be f
un to
use
near
Chr
istm
as ti
me.
)Pa
ste
diff
erin
gpi
ctur
es a
t eith
er e
nd o
fea
ch c
ard-
-abo
uta
doze
n ca
rds
wou
ld b
een
ough
for
fir
st31
--"4
-11-M
Vt°
44t1
-trr
i"Are
.,.,,-
**,..
..".0
,..""
,,.."
,,!,,,
40,..
,,n.r
otm
"--.
0"4"
."-
44-"
,"4
4"4.
-"' 4
"
EM
I,=
= =
=:"
7-71
:-4"
1L
2-1/
41
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
t.,40
61"-
-"1
grad
ers.
Chi
ldre
n, s
ingl
y or
in p
airs
,pl
ay th
e ga
me
by a
rran
ging
the
"dom
inoe
s"in
a r
ow, p
laci
ng n
ext t
o th
e ri
ght-
hand
pic
ture
on o
ne c
ard
the
mat
chin
g pi
ctur
eon
ano
ther
.
Oth
er s
ets
of c
ards
mig
htbe
mad
e fo
r pr
actic
e in
sigh
t voc
abul
ary,
or to
str
engt
h-en
aud
itory
per
cept
ion
of r
hym
ing
or in
itial
con
sona
nt s
ound
s. F
orth
e rh
ymin
gga
me,
pic
ture
s th
at r
epre
sent
wor
dsth
at r
hym
e (l
ike
bear
and
pear
) w
ould
7.)
e.ne
eded
. Car
ds f
or th
ein
itial
con
sona
ntga
me
wou
ld in
clud
e pi
ctur
es o
fsu
ch o
b-je
cts
as a
pie
and
pea
ch;
snak
e an
d so
ap, e
tc.
Sele
ct tw
o id
entic
al p
uzzl
es(t
he D
LM
puz
zles
,or
the
woo
den
prim
ary
puzz
les
are
appr
opri
ate
for
this
) an
d m
ixth
e pi
eces
toge
ther
.Pl
ace
half
of
the
pile
infr
ont
of o
ne c
hild
, and
giv
ean
othe
r ch
ild th
e ot
her
half
.A
sk e
ach
to f
ind
the
piec
esin
thei
r pi
le w
hich
are
exac
tly a
like.
Whe
n th
ey h
ave
done
this
, put
the
rem
aini
ngpi
eces
toge
ther
and
hav
eth
em a
gain
fin
d th
em
atch
ing
piec
es. H
ave
them
de-
scri
be th
e m
atch
ing
attr
ibut
es o
f th
e pi
eces
.(T
hese
last
two
part
s of
the
ecc
ise
stre
ss o
ral e
xpre
ssiv
e la
ngua
ge,
and
enco
urag
e co
oper
atio
nbe
twee
n th
e c
.idre
n.)
The
n ha
ve th
em d
ivid
eea
ch p
air
of p
uzzl
e pi
eces
,ea
ch g
ettin
g on
e of
eac
hpa
ir; 32
RrA
vArm
t,:
MIN
tr"r
i1
='7
7. 1
--7-
1""
1""
'"1
"-41
ka".
.4"1
°4
VIS
UA
L R
EC
OG
NIT
ION
AN
DD
ISC
RIM
INA
TIO
N
have
them
put
the
puzz
le to
geth
er (
visu
al-,
sure
).D
iscu
ss w
ith th
em th
edi
ffer
-en
t pie
ces:
Do
they
look
like
the
part
of
th. p
uzzl
e w
hich
;hey
rep
rese
nt?
Wha
tsh
ape
is th
e no
se?
Can
you
find
a s
quar
e pu
zzle
pie
ce?
Wha
t is
it?
Hav
e th
e ch
ildre
n m
atch
cut-
out c
ardb
oard
figu
res
with
out
lines
or
draw
ings
of
that
par
ticul
arfi
gure
.
A g
ood
way
to o
rgan
ize
activ
ities
of
this
type
is to
dra
w th
e fi
gure
out
lines
on th
ein
side
of
the
botto
m o
fa
stoc
king
box
or
othe
r fl
at b
ox.
The
app
ropr
iate
car
d-bo
ard
cut-
outs
can
be
kept
in th
e bo
x.
Hav
e th
e ch
ild c
hoos
e fr
oma
list o
f si
mila
r w
ords
the
two
whi
char
e th
e sa
me.
Exa
mpl
e:lo
gdo
gfc
.:gto
glo
gco
gho
gjo
b
33
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Whe
n te
achi
ng r
eadi
ng to
chi
ldre
n w
itha
defi
cit i
n th
e ar
ea, d
o no
t sim
ulta
neou
sly
pres
ent l
ette
rs o
r w
ords
whi
ch lo
ok o
r so
und
sim
ilar
(b, d
; f,
v).
Sele
ct o
ne a
ndte
ach
it to
the
child
unt
il it
beco
mes
an a
utom
atic
res
pons
e. U
se lo
ts o
f ta
ctile
and
kine
sthe
tic r
einf
orce
men
t to
enha
nce
the
visu
alim
age
of th
e le
tter
or w
ord.
In m
any
case
s, w
hen
the
seco
nd s
imila
r st
imul
us is
pre
sent
ed,
the
child
ren
dono
t con
f "i
se th
e tw
o.T
he f
irst
stim
ulus
is s
o w
ell k
now
n th
at it
bea
rs li
ttle
re-
sem
blaL
ce to
the
seco
nd in
the
child
's m
ind.
In a
ser
ies
of s
impl
e w
ords
, suc
has
the
sam
ple
list,
have
the
child
ren
sele
ct th
ew
ords
whi
ch a
re th
e sa
mee
ven
thou
gh th
ety
pe o
f pr
int o
r fo
rmat
ion
of th
ele
tters
is d
iffe
rent
.E
xam
ple:
vtz
Ca+
G. C
l÷ N2(
co,
CA
TL
et
34
?Ay.
'
77rT
grO
rrA
KIM
itNrI
gt,A
,MM
WM
*Mtil
6111
1IA
NO
a*N
MI
OW
NPO
I01
014
1416
04hl
otai
ilior
mi
6604
4061
4al
l"'
won
VIS
UA
L R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Stri
ng a
clo
thes
line
acro
ss o
ne w
all.
On
the
line,
clip
clo
thes
pins
with
lette
rs o
fth
e al
phab
et m
arke
d on
them
. You
may
use
the
who
le a
lpha
bet o
r ju
st a
few
se-
lect
ed le
tters
.H
ave
the
child
ren
go th
roug
h m
agaz
ines
and
cut o
ut p
ictu
res
ofob
ject
s w
hich
beg
in w
ith th
t. le
tters
on th
e cl
othe
slin
e, a
nd th
en c
lip it
to th
eap
-pr
opri
ate
clot
hesp
in.
Thi
s ac
tivity
may
als
o be
pla
yed
with
obj
ects
fro
m th
e"T
hing
Box
, " o
r ob
ject
s fo
und
arou
nd th
ero
om.
N.
0I'
..
a
* *
*
1I
IPI
4r
ar
i4
sa-
aII
I
ci
A4.
1"rx
tko
11 1111 ,,
35
'Fk!
...Pf
lPA
IVM
.74r
4A4r
.44,
vnys
t,,-.
10V
,Ilr
.1P,
V.=
?,"0
.14°
C".
r4".
rt
rtri
-!"
=1
room
!,ta
siev
iw
ww
.4
VIS
UA
L F
IGU
RE
-GR
OU
ND
Def
initi
on: T
he a
bilit
y to
"tu
ne o
ut"
extr
aneo
us s
timul
i, an
d fo
cus
on th
e st
imul
usw
hich
is im
port
ant a
t the
mom
ent.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:lo
ses
plac
e ea
sily
whe
n re
adin
gor
cop
ying
mat
eria
l--
does
n't c
ompl
ete
wor
k--
skip
s ar
ound
on
wri
tten
wor
k--
wri
t;:en
wor
k is
dis
orga
nize
d--
skip
s w
ords
, or
runs
wor
ds to
geth
erw
hen
read
ing
--ca
nnot
foc
us o
n on
e w
ord
ona
page
--ca
n't l
ocat
e ob
ject
s in
"hi
dden
pict
ures
"
Sam
ple
diag
nost
ic it
ems:
1."C
an y
ou f
ind
the
wor
d (o
r le
tter)
,
2.Fi
ndin
g hi
dden
obj
ects
in p
ictu
res.
,on
this
pag
e?
36
IrA
"11,
1rre
,.107
41V
.V.f
ri,V
.r.
'rine
"..,,
,,,,n
rovy
rww
om,o
vvq.
c,-,
NM
IP.
MPt
--tt!
"-'°
1-r.
nr1
:"41
-`1
kod.
01ka
.stw
ei4.
46.4
imos
si
VIS
UA
L F
IGU
RE
-GR
OU
ND
In s
elec
ting
mat
eria
ls (
book
s,w
orks
heet
s, e
tc.)
, mak
esu
re th
e pr
intin
g is
cle
aran
d w
ell o
rgan
ized
. Do
not p
ut to
o m
uch
on o
ne p
age.
If a
chi
ld is
con
fuse
d by
the
amou
nt o
f m
ater
ial
on a
pag
e, le
t him
use
a pl
ain
whi
te c
ard
to b
lock
out t
hepa
rts
he is
not
rea
ding
.
Hid
den
pict
ures
:
Man
y ch
ildre
n's
mag
azin
es,
such
as
Hig
hlig
hts
for
Chi
ldre
n, h
ave
"hid
den
pict
ures
" pa
ges
in w
hich
the
child
mus
t try
to f
ind
obje
cts
that
are
obs
cure
lyhi
dden
in a
com
plex
pic
ture
.T
hese
act
iviti
esar
e ex
celle
nt f
or d
evel
opin
g fi
gure
-gr
ound
per
cept
ion.
With
a f
elt-
tippe
d m
arke
r,ha
ve th
e ch
ild o
utlin
eas
man
y ge
omet
ric
shap
esas
he
can
find
in a
mag
azin
e pi
ctur
e.E
xam
ples
mig
ht b
e: d
raw
ing
circ
les
arou
nd th
eou
tline
s of
clo
ck f
aces
,pl
ates
, fac
es, e
tc.;
rect
angl
es a
roun
d th
e ou
tline
s of
book
s, p
aper
s, 'w
alls
and
win
dow
s, e
tc.;
or s
quar
es a
roun
d bo
xes,
tabl
es,
etc.
37
r-,"
..."-
...",
...".
....
v
V!"
?"1-
..77
_771
771
"7"-
11.
00ta
il
VIS
UA
L F
IGU
RE
-GR
OU
ND
tavv
ial
&do
m./4
1.11
4104
MIN
*
Prep
are
a di
agra
m c
onta
inin
g th
ree
or f
our
over
lapp
ed s
hape
s. H
ave
the
pupi
ltr
ace
one
geom
etri
c sh
ape.
AM
A
With
mas
king
tape
, mak
ea
diag
ram
on
the
floo
r as
illu
stra
ted.
Cal
l out
a f
igur
e.an
d as
k th
e ch
ild to
wal
k ou
t the
outli
ne o
f th
e fi
gure
nam
ed.
38
'41:
e414
41gt
.-4,
--,
-}.
NM
I,..
.""7
1.,
771
7-1
:=1
r"--
1!"
""'"
1t"
'"1
"4""
14"
"m'L
l"4
"1
VIS
UA
L F
IGU
RE
-GR
OU
ND
4001
6.1,
Giv
e th
e pu
pil a
dia
gram
with
over
lapp
ing
figu
res
in w
hich
the
diff
eren
tse
ctio
nsha
ve b
een
num
bere
d. L
et th
ech
ild a
nsw
er d
iffe
rent
que
stio
nsab
out t
he p
arts
,su
ch a
s:(a
) W
hat i
s th
esu
m o
f th
e nu
mer
als
whi
ch a
re in
the
rect
angl
e bu
t not
in th
e ci
rcle
?
39
OW
N11
.11
7=1
rt-f
n!-
-41
VIS
UA
L C
LO
SUR
E
taam
ml
ArA
,001
.4.4
161.
4
Def
initi
on: W
hen
pres
ente
d w
ith th
e se
para
tepa
rts
of a
vis
ual u
nit,
the
child
can
perc
eive
how
they
fit
toge
ther
to f
orm
a to
tal u
nit.
Beh
avio
rs w
hich
may
indi
cate
a de
fici
t:-
-per
sist
ing
in th
e tr
ial-
and-
erro
r ap
proa
ch w
hen
putti
ng p
uzzl
es to
geth
er(b
eing
una
ble
to s
ee th
at th
e pa
rts
fit t
oget
her
in a
cer
tain
rel
ated
way
tofo
rm a
who
le o
bjec
t or
pict
ure)
- -d
iffi
culty
put
ting
toge
ther
puz
zles
or
obje
cts
with
par
ts (
mod
els,
blo
ck-
build
ing,
par
quet
ry d
esig
ns, c
ut-u
p pi
ctur
es)
- -i
f sh
own
the
sepa
rate
lette
rs w
hich
go
toge
ther
to f
orm
a w
ord,
he
may
hav
e di
ffic
ulty
see
ing
the
who
le w
ord
- -w
hen
show
n a
pict
ure
with
one
or
mor
e pa
rts
mis
sing
, he
may
not
be
able
to te
ll yo
u w
hich
par
t is
not t
her
- -w
her
show
n an
inco
mpl
ete
conf
igue
tion
( c
) he
may
hav
e di
ffic
ulty
perc
eivi
ng th
e w
hole
obj
ect (
o )
- -r
unni
ng w
ords
toge
ther
, or
leav
ing
off
endi
ngs
or b
egin
ning
s of
wor
dsw
hen
read
ing
- -p
oor
spac
ing
in w
ritin
g
40
A
740.
11:3
VV
O.A
.Ntlk
rtm
eorr
ivem
ewq,
...ns
-esn
ow,..
..VIr
erco
7111
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nel,.
...".
"M
IN11
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:=1
"!=
.."!!
-,1
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1"4
"-I
tialo
xfm
iss
Sam
ple
diag
nost
ic it
ems:
1.pu
zzle
s
2."C
an y
ou te
ll m
e w
hat w
ord
this
is?
"
d
LIA
MV
1, 7
,"
41
TO
WIT
ra.V
ION
DO
Vrt
fP"f
lOtti
rcO
rMor
AtV
7-
fe.w
er-.
A*V
irwei
ven.
..a.e
.so
,
gmM
idi
Ow
eso
ilpe
g pm
wef
t',ya
k,M
ori
Moe
Mod
ism
im
oo
VIS
UA
L C
LO
SUR
E
Giv
e th
e ch
ildre
n sh
apes
cut
out
of
card
boar
d(u
se la
rge
and
smal
l cir
cles
,sq
uare
s, tr
iang
les,
rec
tang
les,
and
ova
ls).
Hav
e th
em p
ut th
ese
piec
es to
geth
erto
for
m a
pic
ture
whi
ch c
an b
e id
entif
ied
as a
cer
tain
obj
ect (
putti
ng th
e pa
rts
toge
ther
to m
ake
a w
hole
).
Thi
s ca
n be
don
e w
ith f
elt
shap
es o
n a
larg
e fe
lt bo
ard.
Smal
l, in
divi
dual
fel
tbo
ards
and
sha
pes
can
be m
ade
for
seve
ral c
hild
ren
to w
ork
on a
s an
inde
pend
ent
activ
ity.
Hav
e th
e st
uden
t cut
lette
rs, s
hape
s, a
ndfi
gure
s of
dif
fere
nt s
izes
fro
m m
aga-
zine
s.T
hese
can
be
used
in m
akin
g co
mpo
site
past
e-up
pic
ture
s.*
* *
* *
*
From
mag
azin
es...
Puzz
les
from
mag
azin
es: c
ut la
rge,
col
orfu
lpi
ctur
es w
hich
do
not L
ave
too
man
yde
tails
.Pa
ste
each
pic
ture
ont
o ca
rdbo
ard
and
cut i
nto
four
to te
n od
d-sh
appe
d 42
VIS
UA
L C
LO
SUR
E
piec
es, d
epen
ding
on
the
age
and
abili
ty o
f th
e ch
ild.
Hav
e th
e ch
ild tr
y to
fit
the
piec
es to
geth
er to
mak
e hi
s ow
n pu
zzle
.D
iffi
culty
may
be
incr
ease
d by
usi
ngm
ore
com
plic
ated
pic
ture
s an
d sm
alle
r pu
zzle
piec
es.
Pict
ure
Com
plet
ion:
Ask
the
child
toco
mpl
ete
the
pict
ure:
Mov
e gr
adua
lly f
rom
very
sim
ple
ones
to m
ore
com
plex
.
TI!
'"ft
rmo
40/1
1511
4A
MIN
,
:==
-1.
7". 7
71=
.17.
"."-
1ra
tarl
akve
lgo
ogol
4.1
i4z.
49.-
i
VIS
UA
L C
LO
SUR
E
Follo
w-t
he-D
ots:
Con
stru
ct f
ollo
w-t
he-d
ot p
icut
tes
for
the
child
ren.
The
y ca
nei
ther
be
ditto
ed, o
r co
vere
d w
ith c
lear
"co
ntac
" pa
per
and
thus
be
used
ove
ran
d ov
er a
gain
.B
egin
with
ver
y si
mpl
e on
es f
or th
e yo
ung
child
or
the
child
who
has
dif
ficu
lty s
eein
g th
e pa
rts-
to-w
hole
con
figu
ratio
n:
.& .
and
grad
ually
mak
e th
em m
ore
diff
icul
t and
com
plex
:
. ....
. .T
I:e
dots
may
be
sequ
ence
d w
ith le
tters
or
num
eral
s:4
The
se c
an b
e fo
und
in o
ld w
orkb
ooks
and
chi
ldre
n's
mag
azin
es, a
nd la
min
ated
or 44
1111
1$4
= =
1:7
77.7
17=
1""
"r1
VIS
UA
L C
LO
SUR
E
plac
ed in
pla
stic
cov
ers
to b
e us
ed o
ver
and
over
aga
in.
* *
* *
* *
Ana
gram
s: P
rese
nt th
e ch
ild w
ith th
e in
divi
dual
lette
rs o
fgr
oups
of
lette
rs in
aw
ord;
hav
e hi
m a
ctua
lly "
push
" th
e le
tters
toge
ther
to m
ake
the
wor
d.T
his
activ
ity a
ctua
lly r
eilf
orce
s th
e bl
endi
ng o
f le
tters
and
wor
dfa
mili
es to
mak
ew
hole
wor
ds.
El
end
From
hea
vy c
ardb
oard
, cut
out
sha
pes
whi
chgo
toge
ther
to m
ake
the
lette
rs o
fth
e al
phab
et; l
ong
and
shor
t str
aigh
t lin
es; l
arge
and
smal
l hal
f ci
rcle
s; la
rge
and
smal
l cir
cles
.G
ive
the
child
a f
ew s
hape
s at
a ti
me
and
ask
him
to p
ut th
emto
-ge
ther
to m
ake
a le
tter
of th
e al
phab
et.
If h
e ha
s di
ffic
ulty
, you
may
nee
d to
giv
ehi
m a
mod
el le
tter
to f
ollo
w,
or e
ven
to p
lace
his
car
dboa
rd p
iece
s on
top
of a
lette
r to
mat
ch th
e sh
apes
.*
* *
**
45
1
'4."
7.(1
1"""
""
= =
7=11
.!=
-1r`
rdi
i""4
1"I
f",
"="'
"6
VIS
UA
L C
LO
SUR
E
Loo
k th
roug
h m
agaz
ines
for
pict
ures
of
thin
gs th
e ch
ildre
n kn
ow: c
ars,
ani
mal
s,et
c.C
ut o
ut th
e pi
ctur
es a
ndpa
ste
each
one
on
a se
para
te p
iece
of
pape
r. P
uton
e pi
ctur
e in
to a
larg
e m
anila
env
elop
e so
that
the
botto
m o
f th
epi
ctur
e w
illco
me
out o
f th
e en
velo
pe. f
irst
.
Pull
the
pict
ure
out o
f th
een
velo
pe ju
st f
ar e
noug
h fo
r th
e ch
ild to
see
the
botto
m.
Ask
, "W
hat d
o yo
u se
e? W
hat d
oyo
u th
ink
it ca
n be
? "
Pull
the
pict
ure
out a
little
fur
ther
eac
h tim
e un
til th
e ch
ildgu
esse
s w
hat t
he o
bjec
t is.
46
VIS
UA
L M
EM
OR
Y (
Rev
isua
lizat
ion)
Def
initi
on: T
he a
bilit
y to
ret
ain
a vi
sual
imag
e (m
emor
y) o
f a
stim
ulus
(w
ord,
shap
e, o
bjec
t, le
tter,
etc
.), a
nd r
ecal
lit
(rev
isua
lize)
at a
late
r tim
e.
Beh
avio
rs w
hich
may
indi
cate
a de
fici
t:-
-dif
ficu
lty r
emem
beri
ng w
hat l
ette
rs lo
ok li
ke in
ord
er to
wri
te th
em(m
ay u
se "
squi
ggle
s"or
gra
phis
ms)
- -m
inim
al s
ight
wor
d re
cogn
ition
--di
ffic
ulty
rem
embe
ring
wor
ds o
ut o
fco
ntex
t--
conf
usio
n an
d su
bstit
utio
n of
lette
rsan
d w
ords
whe
n re
adin
g
Sam
ple
diag
nost
ic it
ems:
1.Fl
ash
wor
d re
cogn
ition
test
.2.
Show
the
child
sev
eral
obj
ects
or p
ictu
res.
five
sec
onds
whi
leyo
u re
mov
e an
obj
ect.
mis
sing
?3.
Show
the
child
a d
esig
n fo
r ab
out
five
sec
oca
n du
plic
ate
it w
ith p
enci
l and
pap
er.
4.L
et th
e ch
ild lo
ok a
ta
pict
ure.
The
n, s
how
him
ano
ther
one
whi
ch is
the
sam
e as
the
firs
t in
all w
ays
but w
ith o
ne d
etai
l cha
nged
. Can
he
tell
you
wha
t is
diff
eren
t?
dow
n
Hav
e hi
m c
lose
his
eye
s fo
rC
an h
e te
ll yo
u w
hich
one
is
nds.
Rem
ove
it, a
nd s
ee if
he 47
'7:-
",...
1,17
1r,P
2f,"
7.0.
1ka
....1
11,
44.4
11.
4.11
.10
1L
.1%
.:41,
44
VIS
UA
L M
EM
OR
Y
Plac
e se
vera
l obj
ects
on
the
tabl
e, a
nd h
ave
the
child
look
at t
hem
car
eful
ly.
The
n, h
ave
him
turn
his
bac
k w
hile
you
rem
ove
one
(lat
er tw
o an
d m
ore)
obj
ect.
Whe
n he
turn
s ar
ound
, see
if h
e ca
n te
ll yo
u w
hich
obj
ect i
s m
issi
ng.
Plac
e ab
out t
en d
iffe
rent
obj
ects
in a
pap
er b
ag.
Tak
e th
em o
ut o
ne a
t a ti
me,
hold
them
up
in f
ront
of
the
child
for
a f
ew s
econ
ds, a
nd r
epla
ce th
em in
the
bag.
The
n, a
sk th
e ch
ild (
or c
hild
ren-
-thi
s is
a g
ood
grou
p ac
tivity
) to
list
the
obje
cts
he s
aw.
Use
sim
ple
obje
cts,
and
be
sure
the
child
is a
ble
to w
rite
and
spe
ll al
lth
e w
ords
.
Var
iatio
n fo
r th
e ch
ild w
ith w
ritin
g an
d sp
ellin
g di
ffic
ultie
s: p
lace
the
obje
cts
ina
larg
e ba
g al
ong
with
oth
er o
bjec
ts a
fter
you
hav
e sh
own
them
to th
e ch
ild;
he m
ust s
elec
t the
one
s th
at w
ere
in th
e ba
g th
at y
ou s
how
ed h
im.
48
.^t^
t
OM
Kak
i=
=71
:!*!
"-t1
r"'"
"f"4
"4k"
."A
ii
VIS
UA
L M
EM
OR
Y
Show
the
chad
a s
impl
e de
sign
or
patte
rn f
or a
few
sec
onds
, and
then
hav
e hi
mdr
aw it
fro
m m
emor
y.
Var
iatio
n fo
r th
e ch
ild w
ith m
otor
dif
ficu
lties
: sho
w h
im th
e de
sign
, and
then
have
him
pic
k it
out o
f se
vera
l sim
ilar
desi
gns.
Mak
e ca
rds
with
pic
ture
s pa
sted
on
them
.Pl
ace
two
of th
e pi
ctur
e ca
rds
dow
n in
fron
t of
the
child
, whe
re h
e ca
n ex
amin
e th
em f
or a
few
sec
onds
, and
then
pic
kth
em u
p.A
sk th
e ch
ild to
tell
you
all t
he th
ings
he
saw
. Kee
p ad
ding
mor
e ca
rds
as lo
ng a
s th
e ch
ild is
abl
e to
rem
embe
r th
em.
The
tach
isto
scop
e ca
n be
use
d fo
r re
call
of d
esig
ns, d
igits
, let
ters
,or
wor
ds th
atar
e fa
mili
ar to
the
stud
ent.
,
49
rgft
tS'V
oftT
tlsro
Yat
'oo.
,-zr
4rv,
7..1
tam
som
al14
..val
osal
VIS
UA
L M
EM
OR
Y
Hav
e ea
ch c
hild
sel
ect a
par
tner
and
hav
e th
em s
tand
opp
osite
eac
h ot
her.
The
part
ners
are
to s
tudy
eac
h ot
her
and
at a
sig
nal t
urn
thei
r ba
cks
to e
ach
othe
r.A
t thi
s tim
e, e
ach
mus
t do
som
ethi
ng to
cha
nge
his
appe
aran
ce, i
. e.,
untie
his
shoe
, mak
e a
funn
y fa
ce, m
use
his
hair
, unb
utto
na
butto
n, ta
ke o
ff a
bel
t, et
c.T
hen,
the
part
ners
fac
e ea
ch o
ther
aga
in a
nd m
ust t
ry to
gues
s w
hat i
s di
ffer
ent
abou
t the
oth
er.
A v
aria
tion
of th
e ol
d nu
tshe
ll tr
ick:
usi
ng n
umbe
r ca
rds
or w
ord
card
s, s
i.t.le
cttw
o or
thre
e ca
rds
and
show
them
to th
e ch
ild b
y la
ying
them
on th
e ta
ble
infr
ont o
f hi
m. H
ave
him
turn
them
ove
r, k
eepi
ng th
em in
the
sam
e or
der
The
n,sh
ow h
im a
dup
licat
e of
one
of
the
card
s in
fro
nt o
f hi
m, a
nd a
sk h
imto
turn
over
the
one
that
it m
atch
es.
The
num
ber
of th
e ca
rds
may
be
incr
ease
d as
the
child
's a
bilit
y im
prov
es. T
ry th
is w
ith w
ords
and
num
eral
s an
d le
tters
whi
char
eea
sily
con
fuse
d.
50
VIS
UA
L M
EM
OR
Y
Con
cent
ratio
n:
Mat
eria
ls: t
wo
copi
es o
f ea
ch w
ord
to b
e us
edon
a p
iece
of
man
ila p
aper
(ab
out
1 1/
2" x
3")
.a
"boa
rd"
mad
e of
a p
iece
of
oakt
ag (
abou
t 18"
x 24
") m
arke
d in
to 2
5re
ctan
gula
r sp
aces
(fe
wer
for
som
e ch
ildre
n).
Proc
edur
e: T
he w
ord
card
s ar
e la
id f
ace
dow
n,on
e in
eac
h re
ctan
gle,
leav
ing
the
mid
dle
box
empt
y if
onl
y 12
wor
ds (
24 c
ards
)ar
e us
ed, o
r fi
lling
all
the
boxe
sif
mor
e th
an 1
2 w
ords
are
use
d.In
this
cas
e, th
e ad
ditio
nal w
ord
card
sm
ay b
ead
ded
to th
e bo
ard
afte
r se
vera
lsp
aces
bec
ome
avai
labl
e.A
s ea
ch c
hild
's tu
rnco
mes
, he
may
turn
up
to tw
o ca
rds,
layi
ng th
emso
eve
ryon
e ca
n se
e th
em a
ndsa
ying
the
wor
ds.
If h
e ca
nnot
say
them
, he
is to
ld th
em a
nd is
to th
enre
peat
the
wor
ds.
If h
e tu
rns
up th
e sa
me
wor
don
bot
h ca
rds,
and
can
say
the
wor
dw
ithou
t hel
p, h
e m
ay k
eep
thos
e ca
rds.
If th
e w
ords
are
not
the
sam
e, th
e ca
rds
are
turn
ed f
ace
dow
n, a
nd th
e ne
xt c
hild
take
s hi
s tu
rn.
If th
e sa
me
wor
d is
on
the
card
s, a
nd th
e ch
ild k
eeps
them
, the
pla
y al
so c
ontin
ues
to th
e ne
xt c
hild
.T
his
give
s al
l the
pla
yers
mor
e ch
ance
s to
nam
e th
e w
ord'
s th
an if
a c
hild
wer
e al
low
-ed
to tu
rn u
p pa
irs
of c
arus
as lo
ng a
s he
cou
ld.
Play
con
tinue
s un
til th
e bo
ard
is c
lear
ed o
f ca
rds,
or
until
a s
peci
fied
tim
e ha
spa
ssed
.St
ress
to th
e ch
ild51
MO
M,
,=11
4,!"
-'1!"
'"1
!'"1
4"'1
VIS
UA
L M
EM
OR
Y
the
impo
rtan
ce o
f tr
ying
to r
emem
ber
whe
re th
eca
rds
are
loca
ted.
* *
**
*
14,4
.01
04.1
Cho
ose
and
Do
Boa
rd: A
ser
ies
of f
our
to s
ixdi
rect
ions
are
wri
tten
on c
ards
and
plac
ed f
ace
dow
n on
a b
oard
.T
he c
hild
cho
oses
a c
ard,
rea
ds it
, and
then
per-
form
s th
e ac
tions
.E
xam
ple:
cla
p ha
nds
once
, sm
ile,
say
your
nam
e, s
pin
arou
nd.
Onc
e th
e ch
ild r
eads
the
card
(si
lent
ly)
he g
ives
itto
ano
ther
chi
ld w
ho"c
heck
s" to
be
sure
he
does
eve
ryth
ing
on th
e ca
rd.
Thi
s on
e is
for
the
child
who
has
dif
ficu
lty r
emem
beri
ngce
rtai
n le
tters
, num
eral
s,or
wor
ds.
Usi
ng m
aski
ng ta
pe, m
ake
the
lette
rs, n
umer
als,
or w
ord
on h
is d
esk.
Hav
e hi
m s
ay it
alo
ud a
s he
trac
es it
with
his
fing
er.
The
n, h
ave
him
poi
nt to
the
lette
r, n
umer
al, o
r w
ord
as y
ou s
ay it
.E
ncou
rage
him
to d
o th
is s
ame
thin
g w
ithhi
s fr
iend
s at
dif
fere
nt ti
mes
of
day
and
with
you
whe
neve
r tim
e pe
rmits
. Lea
veth
em o
n th
e ch
ild's
des
k fo
r re
fere
nce
whe
n he
nee
ds to
kno
w th
at p
atic
ular
item
.
52
5
ale
OM
NI
==
7-7-
71
VIS
UA
L M
EM
OR
Y
In th
is w
ay, a
ll he
nee
ds to
do
is lo
okup
and
see
the
corr
ect w
ay to
mak
e th
ele
tter
or s
pell
the
wor
d, a
nd h
e is
rei
nfor
ced
with
a co
rrec
t res
pons
e ra
ther
than
mak
ing
the
lette
r in
corr
ectly
and
hav
ing
the
teac
her
corr
ect h
im la
ter
whe
nsh
e se
es it
on
his
pape
r.
53
,V5A
Rft
-tgv
t4M
twA
attw
t...1
.0,,,
,,
1
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
R Y
Def
initi
on: T
he a
bilit
y to
rem
embe
r an
d re
call
visu
al s
timul
i in
a sp
ecif
ic o
rder
or s
eque
nce.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:
--re
vers
als
of le
tters
with
in w
ords
(no
and
on; w
as a
nd s
aw; a
re a
nd r
ae)
- -r
ever
sals
of
digi
ts w
ithin
num
bers
(27
and
72;
345
and
354
)--
dif
ficu
lty w
ritin
g th
e le
tters
of
the
alph
abet
in s
eque
nce
--di
ffic
ulty
wri
ting
num
eral
s in
seq
uenc
e-
-spe
lling
pro
blem
s
Sam
ple
diag
nost
ic it
ems:
1.A
sk th
e ch
ild to
wri
te th
e le
tters
of
the
alph
abet
, and
the
num
eral
s fr
omon
e to
ten.
2.O
bser
ve s
pelli
ng e
rror
s: a
re th
ey b
ecau
se o
f le
tter
reve
rsal
s?3.
Obs
erve
mat
h er
rors
: doe
s th
e ch
ildco
py a
nd w
rite
the
num
eral
s ou
t of
thei
r pr
oper
seq
uenc
e?4.
Sh-w
the
child
a s
eque
nce
of d
esig
ns, l
ette
rs, p
ictu
res,
or w
ords
. Whe
nyo
u re
mov
e th
em, c
an h
e du
plic
ate
the
sequ
ence
with
ano
ther
set
of
iden
tical
item
s?54
16,1
01=
71-1
7771
= .7
7=n'
n_77
17'
17'
1!-
-771
""'"
i
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
RY
On
whi
te c
ards
mak
e a
vari
ety
of b
ead-
stri
ngin
gpa
ttern
s:Sa
mpl
es:
Let
the
child
con
tinue
the
patte
rn, d
uplic
atin
g it
man
y tim
es o
ver.
Let
him
try
tore
ly o
n hi
s m
emor
y, b
ut h
e m
ay lo
ok b
ack
at th
ese
quen
ce if
he
need
s to
.B
egin
with
ver
y si
mpl
e al
tern
atin
g pa
ttern
s an
dm
ove
to lo
nger
, mor
e co
mpl
ex o
nes.
Giv
e th
e ch
ild a
pap
er w
ith a
dra
wn
"str
ing
of b
eads
"co
lore
d ;x
i a s
peci
fic
patte
rn:
Giv
e hi
m c
rayo
ns a
nd le
t him
con
tinue
the
patte
rn.
.40,
200A
OSI
LV
AI. il
LAM
L.06
,4.6
*...1
4.41
111.
....A
.K.K
.W.W
.11,
10.0
....,1
, fig
A14
*.r.
.....n
.
55
-4*
10.
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
RY
The
abo
ve a
ctiv
ity c
an b
e pe
rfor
med
with
num
bers
,to
o, e
mph
asiz
ing
diff
eren
tco
untin
g pa
ttern
s:
12
34
35
79
36
912
2125
2933
5657
5859
* *
* *
* *
Mak
e a
patte
rn o
f co
lore
d pe
gs o
n th
epe
g bo
ard.
Hav
e th
e ch
ild d
uplic
ate
it.
* *
* *
*
56
"Vr9
t?gr
rAtf
NO
N,7
--4
=I.
=V
ISU
AL
SE
QU
EN
TIA
L M
EM
OR
Y
Bea
d Pa
ttern
s: A
rran
ge c
olor
ed b
eads
on a
str
ing.
Ask
the
child
to r
epea
t the
patte
rn.
Pape
r C
hain
s: M
ake
pape
r ch
ains
of
colo
red
stri
ps o
f pap
er. A
sk th
e ch
ild to
mak
e a
chai
n ex
actly
like
your
s, r
epea
ting
the
sam
e co
lor
patte
rn.
Poin
t to
your
nos
e,ea
r, a
nd c
hin.
The
chi
ldre
n m
ust d
o th
esa
me,
and
in th
eco
rrec
t ord
er. W
hen
they
can
rep
eat t
hree
body
par
ts, a
dd a
noth
er. W
ith th
eyo
unge
r or
mor
e B
ever
ly h
andi
capp
ed c
hild
, you
may
nee
d to
beg
in w
ith tw
o ite
ms.
Play
a g
ame
by h
avin
g th
e ch
ild to
uch
thin
gs in
the
room
. The
fir
st c
hild
touc
hes
som
ethi
ng, t
hen
the
seco
nd c
hild
touc
hes
the
obje
ct th
at th
e fi
rst c
hild
touc
hed,
plus
one
mor
e ne
w o
ne.
The
poi
nt o
f th
ega
me
is to
see
how
man
y th
ings
eac
hon
e ca
n to
uch
with
out f
orge
tting
one
.
57
"MV
O-J
AN
..5,
. "en
.41-
Mtr
..rIr
rt
WO
Wt
'1" I
1"
= 1
..1
!--"
1L'
"`"1
v--1
**-4
14
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
RY
Beg
in w
ith th
ree
child
ren
stan
ding
in a
row
. Ano
ther
chi
ld is
blin
dfol
ded
whi
lech
ildre
n ch
ange
pla
ces.
The
chi
ld th
en ta
kes
off
his
blin
dfol
d an
dar
rang
es th
ech
ildre
n in
thei
r or
igin
al o
rder
. Ano
ther
chi
ld is
add
ed, a
nd th
epr
oced
ure
re-
peat
ed u
ntil
he m
isse
s.
Show
the
child
a s
hort
ser
ies
of s
hape
s, d
esig
ns,
or o
bjec
ts (
for
3 -
5 se
cond
s).
The
n, c
over
the
seri
es w
ith a
pie
ce o
f ca
rdbo
ard,
and
ask
the
child
topl
ace,
fro
mm
emor
y, a
noth
er s
et in
iden
tical
ord
er.
rlay
ing
card
s, c
olor
ed b
lock
s, o
r bl
ocks
with
des
igns
may
als
o be
use
d fo
r th
is a
ctiv
ity.
Beg
in w
ith a
ser
ies
the
leng
th o
f w
hich
isea
sy f
or th
e ch
ild.
Gra
dual
ly le
ngth
enth
e se
ries
of
obje
cts,
but
sto
p w
hen
you
reac
h a
poin
t of
frus
trat
ion
for
the
child
and
go b
ack
to o
ne le
ss o
bjec
t.In
this
way
, the
chi
ld c
an e
nd th
ega
me
with
asu
cces
sful
exp
erie
nce.
By
prac
ticin
g th
elo
nges
t ser
ies
whi
ch th
e ch
ild c
an d
o(r
athe
r th
an p
ushi
ng h
im to
do
a se
ries
whi
ch is
too
long
for
him
), h
e w
ill b
e ab
leto
mov
e to
a lo
nger
ser
ies
in h
is °
WT
I tim
e.
58
P
wro
abi
++
44.1
1
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
RY
Cut
col
ored
sha
pes(
circ
les,
squ
ares
, rec
tang
les,
and
tria
ngle
s );
past
e th
emon
long
str
ips
of p
aper
in d
iffe
rent
pat
tern
s, a
nd in
ser
ies
of d
iffe
rent
leng
ths
Som
e pa
ttern
sm
ay lo
ok li
ke th
is :
o ai
El E
l 0no
Giv
e th
e ch
ild th
e sa
me
num
ber
and
colo
r of
the
figu
res.
Plac
e th
e lo
ng s
trop
of
pape
r w
ith th
e co
lore
d sh
apes
rac
e do
wn
on th
e ch
ild's
des
k. O
n a
sign
al f
rom
the
teac
her,
the
child
turn
s th
e lo
ng s
trip
of
pape
r up
and
look
s at
it.
He
ilen
turn
s it
face
dow
n an
d tr
ies
to a
rran
ge h
is f
igur
es li
ke th
eon
es o
n th
e st
rip.
He
chec
ks h
is o
wn
wor
k by
look
ing
at th
e lo
ng s
trip
.M
ove
from
this
are
a to
givi
ng th
e ch
ild th
e le
tters
whi
ch m
ake
a w
ord.
Star
t with
two
wor
ds th
at a
redi
ffer
ent,
and
mov
e to
wor
ds th
atar
e tr
oubl
esom
e:w
ant-
wen
tsa
w-w
assa
id-a
ndw
how
hen-
whe
reth
is-t
hat
59
11,4
W. 4
.46.
' -
AN
NIT
4,14
147P
ITZ
IPR
IPvr
tmm
yrre
rpro
ttlow
w.v
sepr
000K
*XIO
SS
IOP
Me.
CIIP
TC
Cro
ttyllt
.e.M
.1..1
.0-.
Te.
ttr,r
1K.,,
.4,:t
...V
vr,a
,,,
WW
I =
=--
1=
1.=
1. =
1 r=
1'A
t'ol.
0004
4064
1lim
a4*P
s*00
4111
VIS
UA
L S
EQ
UE
NT
IAL
ME
MO
RY
For
child
ren
who
hav
e di
ffic
ulty
wri
ting
lette
rs in
wor
ds in
the
corr
ect s
eque
nce,
give
them
exe
rcis
es in
the
use
of th
e di
ctio
nary
whi
ch in
volv
esaw
aren
ess
of th
ele
tter-
by-l
ette
r se
quen
ce.
60
;--
ii
I
AU
DIT
OR
YS
KIL
LS
audi
tory
loca
lizat
ion
audi
tory
rec
ogni
tion
and
disc
rim
inat
ion
audi
tory
clo
sure
audi
tory
imag
ery
and
sequ
entia
l mem
ory
_ _.
......
.4...
.....4
......
.4m
os
61
ma*
...+
k,..
AU
DIT
OR
Y L
OC
AL
IZA
TIO
N
Def
initi
on: T
he a
bilit
y to
iden
tify
or lo
caliz
e th
eso
urce
or
dire
ctio
n fr
om w
hich
a so
und
is h
eard
.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:--
diff
icul
ty h
eari
ng d
irec
tions
or
spel
ling
wor
ds if
the
teac
her
wal
ksar
ound
the
room
or
chan
ges
her
posi
tion
whi
le s
he is
dic
tatin
gto
them
.--
diff
icul
ty a
nd c
onfu
sion
whe
n tr
ying
to f
ollo
wa
grou
p or
cla
ss d
iscu
ssio
nw
hen
seve
ral p
eopl
e ar
e ta
lkin
g or
whe
n th
e co
nver
satio
nsh
ifts
fro
mon
e pe
rson
to a
noth
er--
whe
n hi
s na
me
is c
alle
d ou
tsid
e on
the
play
grou
nd, h
eha
s di
ffic
ulty
dete
rmin
ing
whe
re th
e so
und
is c
omin
g fr
om a
nd w
ho is
cal
ling
his
nam
e.
Sam
ple
diag
nost
ic it
em:
Seat
the
child
in a
cha
ir, a
nd h
ave
him
clo
se h
isey
es.
Snap
you
rfi
nger
s in
dif
fere
nt p
ositi
ons
arou
nd h
is h
ead
(on
top
of,
behi
nd, o
nth
e ri
ght a
nd le
ft s
ides
, and
fro
nt).
Ask
him
to p
oint
in th
e di
rect
ion
from
whe
re h
e he
ars
each
sou
nd.
62
74Y
WrN
OV
S.M
.RA
vaw
orw
or."
,.....
**.s
..,...
o.w
.roN
aels
anny
orpo
wl.v
pmm
re,o
rm.e
rsvm
tv...
.get
weo
ne...
......
,..1,
f70
,.,6
'W
ei =
1 =
1=
"1=
771
AU
DIT
OR
Y L
OC
AL
IZA
TIO
N
Ask
the
child
ren
to h
ide
thei
rey
es w
hile
you
hid
e an
obj
ect t
hat m
akes
noi
se(a
loud
ly ti
ckin
g cl
ock,
a m
usic
box
,an
ala
rm c
lock
, a m
etro
nom
e, o
r ra
dio)
.U
sini
, the
sou
nd a
s a
guid
e, th
ey m
ust f
ind
the
obje
ct w
hen
you
give
the
sign
al.
The
chi
ldre
n cl
ose
thei
r ey
es. T
he te
ache
r se
lect
son
e ch
ild b
y ge
ntly
tapp
ing
him
on
the
shou
lder
. He
then
cla
ps h
is h
ands
, and
the
othe
r ch
ildre
n m
ust p
oint
in th
e di
rect
ion
from
whi
ch th
ey h
ear
the
soun
d.
One
chi
ld is
"It
" an
d le
aves
the
room
whi
lea
smal
l obj
ect (
bell,
clic
ker,
etc
.) is
give
n to
one
of
the
rem
aini
ng c
hild
ren.
"It"
then
com
es in
and
trie
s to
loca
te th
eob
ject
by
liste
ning
to th
e so
und.
63
'ES
TIV
.M.S
fv71
1.T
V".
..030
.1rT
yAkt
mm
tftly
emov
vetiv
reA
rpem
plip
Mep
rerlo
rVtlg
oWn.
N.y
r..-
1,w
iero
l,,
1100
01:=
7,1
=t1
!`'"
i
AU
DIT
OR
Y L
OC
AL
IZA
TIO
N
..4,6
6adu
l%
lom
atW
aal
"Bel
l the
Cat
": B
lindf
olde
d ch
ildre
ntr
y to
cat
ch th
e "c
at"
as h
e ru
ns a
roun
d th
ero
om w
eari
ng a
bel
l or
mak
ing
a no
ise.
Hav
e on
e ch
ild g
et in
to a
larg
e ut
ility
bar
rel
that
is ly
ing
on it
s si
de.
Stat
ion
two
child
ren
with
bel
ls o
r ot
her
nois
emak
ers
at o
ppos
ite e
nds
of th
e ro
om w
here
they
alte
rnat
ely
mak
e so
unds
.T
he c
hild
in th
e ba
rrel
mus
t rol
l in
the
dire
ctio
nfr
om w
hich
he
hear
s th
e so
und.
Cle
ar a
n ar
ea o
f th
e ro
om f
rom
all
obst
ruct
ions
(or
this
gam
e m
ay b
e pl
ayed
out
-si
de).
The
chi
ldre
n cl
ose
thei
rey
es a
nd tr
y to
fol
low
the
teac
her
arou
nd th
ero
om b
y th
e so
und
of h
er v
oice
as
she
sing
sa
song
.
64
'M..I
ttAitt
,Mte
r017
"rtA
ln.t.
.11.
.1,
''
'''s
loto
la7.
7==
AU
DIT
OR
Y L
OC
AL
IZA
TIO
N
"Sir
Ech
o": T
wo
play
ers
are
invo
lved
: one
is lo
st in
the
mou
ntai
ns, a
nd th
e ot
her
is h
is e
cho.
The
ech
o hi
des
his
eyes
whi
le th
e m
ount
ain
clim
ber
hide
s ab
out t
hero
om o
r ho
use.
The
mou
ntai
n cl
imbe
r th
en c
alls
out
, "H
ell0
000!
" T
he f
irst
play
er m
oves
tow
ard
the
soun
d of
the
voic
e un
til h
e fi
nds
the
"los
t" m
ount
ain
clim
ber.
65
7"1,
77r4
7Z0
ref?
, V.1
90Pf
K,M
.S.4
1",,M
TV
AIM
Itr.
.."V
SMO
S3.7
439.
...,I
MIM
INgr
iO3K
M.4
3p4*
1401
11.4
.,,,,,
, ,e1
.1%
,`,`
IWO
Kef
tli AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Def
initi
on: T
he a
bilit
y to
iden
tify
an a
udito
ry s
timul
us (
by la
bel,
sour
ce, o
rfu
nctio
n) a
nd d
iffe
rent
iate
its
prop
ertie
s fr
om o
ther
aud
itory
stim
uli.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:--
inab
ility
to r
ecog
nize
com
mon
soc
ial o
r sp
eech
sou
nds
--in
abili
ty to
dif
fere
ntia
te b
etw
een
cert
ain
soun
ds o
r w
ords
- -i
napp
ropr
iate
ver
bal r
espo
nse
- -
diff
icul
ty m
atch
ing
iden
tical
or
sim
ilar
soun
ds--
artic
ulat
ion
diff
icul
ties,
esp
ecia
lly s
ubst
itutio
n of
sou
nds
Sam
ple
diag
nost
ic it
ems:
1. "
Are
thes
e tw
o w
ords
(or
sou
nds)
the
sam
e or
dif
fere
nt?"
2.Sh
ow th
e ch
ild p
ictu
res
of s
ever
al o
bjec
ts, a
nim
als,
etc
. whi
ch m
ake
soun
ds.
See
if th
e ch
ild c
an m
atch
the
soun
d he
hea
rs (
mad
eby
the
teac
her,
or
reco
rded
on
a re
cord
or
tape
) to
the
appr
opri
ate
sour
ce.
66
qWW
.411
..1W
.....o
wnn
try
=1
..=1
=.1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
`,."
w."
140
.0a4
s410
1,04
1111
.
The
chi
ldre
n cl
ose
thei
r ey
es a
nd r
espo
nd w
ith a
rai
sed
hand
whe
n th
ey h
ear
asp
ecif
ic s
ound
; the
y pu
t the
ir h
ands
dow
n w
hen
they
no
long
er h
ear
it.So
me
nois
emak
ers
to u
se m
ight
be
rhyt
hm in
stru
men
ts, r
ecor
d pl
ayer
s, o
r ra
dios
.
"Wha
t Do
You
Hea
r? "
: Cho
ose
a tim
e of
day
whe
n pu
pils
can
hea
r so
unds
in th
est
reet
, hal
ls, o
r su
rrou
ndin
gs. H
ave
them
iden
tify
as m
any
as th
ey c
an.
Mak
e a
reco
rdin
g of
fam
iliar
sou
nds
of s
choo
l suc
h as
: cla
ss b
ells
, fir
e be
ll,ch
alk
sque
akin
g, a
nd c
hair
s be
ing
mov
ed.
Let
the
child
list
en to
the
tape
and
reca
ll w
hat h
e he
ars.
The
fam
iliar
sou
nds
coul
d be
take
n fr
om a
var
iety
of
situ
atio
ns s
uch
as: t
he s
ound
s of
out
side
(ca
r m
otor
,ca
r ho
rn, c
hild
ren
play
ing,
polic
e si
ren,
etc
. ) a
nd s
ound
s in
the
hom
e (w
ater
run
ning
, tel
epho
ne a
nd d
oor
bells
, vac
uum
sw
eepe
r, e
tc. )
.
67
141Y
et4,
Alo
vem
r.z.
,--"
mr.
."0.
""te
Mrl
err.
"Ver
rrt."
...C
Y
kiji4
77.2
"Z=
71=
,1n'
.771
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Rec
ord
com
mon
hou
seho
ld a
nd o
utsi
de n
oise
s (a
nim
als,
type
wri
ter,
vacu
umcl
eane
r, w
ashi
ng m
achi
ne, t
rain
, etc
. ).
Hav
e th
e ch
ildre
n m
atch
the
soun
ds o
nth
e ta
pe w
ith p
ictu
res
of th
e ob
ject
s.
Iden
tify
soun
ds in
the
clas
sroo
m, s
choo
l, pl
aygr
ound
, and
stre
et a
s so
ft, l
oud,
high
, or
low
.T
his
help
s ch
ildre
n be
com
e aw
are
of th
e pr
oper
ties
of d
iffe
rent
soun
d s.
Use
oth
er d
escr
iptiv
e w
ords
suc
has
: "sc
reec
hy,"
"ru
mbl
y, "
etc
.
"Who
Am
I?
": O
ne c
hild
(th
e Ju
dge)
is s
eate
d in
fro
nt o
f th
ero
om w
ith h
is b
ack
to th
e gr
oup.
Ano
ther
chi
ld (
the
Lea
der)
wal
ksqu
ietly
aro
und
the
room
and
taps
anot
her
child
on
the
shou
lder
.T
he c
hose
n ch
ild r
espo
nds
by s
ayin
g "W
ho a
m I
,M
r. J
udge
?" T
he J
udge
is a
llow
ed th
ree
gues
ses
to id
entif
y th
e ch
ild b
y th
e so
und
of h
is v
oice
.If
he
does
not
iden
tify
the
child
, he
is r
epla
ced
by th
e ch
ild.
* *
* *
68
woo
=n
r--7
1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
isv.
..:40
4ea
rly
mor
e N
M
As
the
teac
her
tells
a s
tory
, the
chi
ldre
nar
e to
res
pond
with
the
soun
d an
obj
ect
or a
nim
al m
akes
eac
h tim
e th
e te
ache
r m
entio
ns th
atob
ject
or
anim
al.
A c
hild
is b
lindf
olde
d rt
nd s
eate
d.O
ther
chi
ldre
n ar
e st
atio
ned
at d
iffe
rent
plac
esin
the
room
. On
a si
gnal
by
the
teac
her
a de
sign
ated
chi
ld ta
lks,
sin
gs, o
r pl
ays
an in
stru
men
t.T
he b
lindf
olde
d ch
ild m
ust i
dent
ify
the
child
or
the
inst
rum
ent
used
.
Var
iatio
ns: A
n in
stru
men
t is
soun
ded
and
the
blin
dfol
ded
child
mus
t tel
l if
itis
near
or
far,
or
loud
or
soft
.
Stan
ding
beh
ind
the
child
ren,
the
teac
her
says
, "I
am g
oing
to m
ake
two
soun
ds.
If th
ey a
re d
iffe
rent
sou
nds,
sta
ndup
."E
xam
ple:
clap
han
d: /s
tam
p fo
otsh
uffl
e fe
et/c
rum
ple
pape
rta
p w
ith p
enci
l/tap
with
pen
cil
a
69
:=-1
r7.7
n.r"
!iT
1"1
"1'1
4
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Lat
er, l
et th
e ch
ildre
n ta
ke tu
rns
atm
akin
g tw
o so
unds
.E
vent
ually
, you
can
adap
t thi
s ga
me
to u
se w
ords
with
mat
chin
gin
itial
, med
ial,
or f
inal
sou
nds,
or
rhym
ing
wor
ds.
Fill
pair
s of
sm
all f
ilm c
onta
iner
sw
ith id
entic
al m
ater
ials
or o
bjec
ts (
sand
,m
arbl
es, w
ater
, tac
ks, e
tc. )
.T
he c
hild
trie
s to
mat
ch th
e so
unds
to f
ind
whi
chtw
o co
ntai
ners
con
stitu
te a
pair
.
"Cop
y C
at":
The
teac
her
stan
ds b
ehin
d th
e st
uden
ts a
nd m
akes
a no
ise
(tap
ping
penc
il, c
lapp
ing
hand
s, s
huff
ling
feet
,cr
umpl
ing
pape
r, e
tc.)
.T
he c
hild
ren
shou
ld tr
y to
imita
te th
e no
ise
the
teac
her
mak
es.
70
"....
.rtn
,01;
755,
12/1
1177
,411
71,
=1.
r41
Vts
'-',4
Pa".
1411
141.
4A
.61"
.4A
ss.s
6.1
"Jas
.A
s....
*
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Let
the
child
fam
iliar
ize
him
self
with
seve
7a1
obje
cts
whi
ch m
ake
a no
ise.
Sele
ctth
ree
or f
our
of th
e ob
ject
s an
d pl
ace
them
in f
ront
of
the
child
--th
e te
ache
r ha
san
iden
tical
set
of
obje
cts.
Stan
ding
beh
ind
the
child
, she
mak
eson
e of
the
soun
ds.
The
chi
ld m
ust i
dent
ify
whi
chon
e sh
e is
usi
ng; h
e m
ay c
heck
him
self
by
mat
chin
ghe
r so
und
with
the
iden
tical
obj
ect i
nfr
ont o
f hi
m.
Allo
w th
e ch
ildre
n to
man
ipul
ate
obje
cts
that
mak
e so
unds
(be
lls, t
unin
g fo
rks,
sque
eze
toys
, tal
king
dol
ls, p
hone
, whi
stle
,eg
g be
ater
, mar
bles
in a
can
, dru
m,
rhyt
hm in
stru
men
ts, r
adio
, rec
ord
play
er,
tape
rec
orde
r, e
tc.)
. Whe
n th
eyar
efa
mili
ar w
ith th
e ob
ject
s an
d th
eir
soun
ds,
have
them
turn
aro
und
and
iden
tify
whi
ch o
f th
e ob
ject
s yo
uar
e us
ing
to c
reat
e a
soun
d.
Plac
e on
a d
esk
or ta
ble:
--tw
o pi
eces
of
sand
pape
r (t
o ru
b to
geth
er)
--sc
isso
rs a
nd p
aper
(to
..at
)--
mar
bles
(to
rol
l acr
oss
the
desk
)71
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
DD
ISC
RIM
INA
TIO
N
--a
win
d-up
toy
or c
lock
(fo
r th
e w
indi
ng s
ound
)-
-a r
attle
--a
ball
(for
the
boun
cing
sou
nd)
Let
the
child
man
ipul
ate
and
soun
dea
ch it
em.
The
n, a
sk h
im to
eith
er tu
rnaw
ayor
clo
se h
is e
yes.
The
teac
her
soun
ds e
ach
item
and
the
child
trie
s to
iden
tify
the
item
.
Var
iatio
n: U
se it
ems
that
are
alik
e bu
t pro
duce
dif
fere
nt le
vels
of
soun
d.Fo
rex
ampl
e, f
our
bells
of
diff
eren
t siz
esan
d to
nes.
Use
the
Lan
guag
e M
aste
r to
rec
ord
pair
s of
wor
ds. H
ave
the
child
ren
plac
e th
emin
pile
s in
dica
ting
whe
ther
the
wor
ds in
eac
h pa
ir a
re th
e "s
ame"
or "
diff
eren
t."
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Usi
ng r
hyth
m b
and
inst
rum
ents
, ass
ocia
te e
ach
soun
d w
ithan
act
ivity
the
chil-
dren
mus
t per
form
.E
xam
ple:
bells
/tipt
oedr
ums
/mar
chst
icks
/jum
p or
hop
sand
pape
r bl
ocks
/slid
eT
his
is a
goo
d op
port
unity
to u
se m
usic
for
cre
ativ
e ex
pres
sion
:tu
rn o
n th
em
usic
, and
let t
he c
hild
ren
mov
e as
they
fee
l to
the
mus
ic.
Thi
s he
lps
them
to"f
eel"
the
mus
ic w
ith th
eir
who
le b
odie
s.
The
teac
her
stri
kes
note
s on
the
pian
o.T
he c
hild
ren
indi
cate
with
thei
r ha
nds
or o
n th
e ch
alkb
oard
whe
th r
the
note
is h
ighe
r or
low
er th
an th
e pr
evio
usno
te.
Ton
e be
lls m
ay a
lso
be u
sed.
73
......
......
.....1
1 "-
-71
71 1
---
1 1
''1'a
l1-
1"I
'IA
UD
ITO
RY
RE
CO
GN
ITIO
N A
ND
DIS
CR
IMIN
AT
ION
Tak
e tw
o co
ffee
can
s: in
one
pla
ce th
ree
mar
bles
, in
the
othe
r a
few
teas
poon
sof
sand
or
suga
r.Sh
ake
them
and
hav
e th
e ch
ild la
bel t
heso
unds
as
"lou
d" o
r"s
oft."
Hav
e hi
m e
xper
imen
t with
oth
erob
ject
s. W
hat k
inds
of
obje
cts
mak
elo
ud n
oise
s, a
nd w
hat k
inds
mak
eso
ft n
oise
s?
An
obje
ct is
hid
den
som
ewhe
re in
the
room
and
the
child
is a
sked
to lo
ok f
or it
.A
s he
is lo
okin
g, m
usic
is p
laye
d. A
sth
e ch
ild g
ets
clos
er to
the
obje
ct, t
hem
usic
is p
laye
d lo
uder
;as
he
gets
fur
ther
aw
ay, t
he m
usic
get
s so
fter
.
The
chi
ldre
n ar
e se
ated
in n
umbe
red
chaf
f rs
.T
he f
irst
pla
yer
calls
out
, "N
umbe
rO
ne c
allin
g N
umbe
r Si
x!"
Num
ber
Six
mus
t res
pond
by
sayi
ng "
Num
ber
Six
call-
ing
Num
ber
(cho
ice)
!" I
fa
play
er m
akes
a m
ista
ke o
r he
sitia
tes
too
long
, he
mov
es to
the
high
est n
umbe
r (e
nd o
f ro
w)
and
all
play
ers
mov
e do
wn
one
chai
r. 74
-71
771
"7-1
cmre
ayal
"'-'i
1,j,b
y.W
1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
The
teac
her
says
or
read
s a
shor
t rhy
me,
leav
ing
off
the
fina
l wor
d.T
he c
hil-
dren
mus
t com
plet
e th
e rh
yme.
Exa
mpl
e: L
ook,
look
, I f
ound
a.
(boo
k, h
ook,
etc
. )N
o, n
o, y
ou s
houl
dn't
.(g
o, th
row
, etc
. )T
hat s
illy
fish
jum
ped
in th
e.
Vis
h)T
he c
hild
ren
will
enj
oy m
akin
g up
thei
r ow
n rh
ymes
for
eac
h ot
her.
"Mai
lman
": L
arge
man
ila e
nvel
opes
are
labe
led
"A, "
"B
," "
C,"
and
"D
, "or
any
thre
e or
fou
r le
tters
whi
ch y
ou w
ant t
o te
ach
as in
itial
sou
nds.
A n
ame
may
be g
iven
to e
ach:
Mrs
. App
leto
n, M
rs. B
usyb
ody,
and
so
on.
All
enve
lope
s ar
epl
aced
in a
larg
e bo
x w
hich
rep
rese
nts
the
mai
lbox
.T
he c
hild
is a
sked
to f
ind
pict
ures
in m
agaz
ines
of
obje
cts
that
beg
in w
ith th
e re
spec
tive
initi
als
and
file
them
in th
e ap
prop
riat
e en
velo
pes.
A s
hoeb
ag w
ith a
lette
r as
sign
ed to
eac
h co
mpa
rtm
ent m
ay b
e us
ed in
pla
ce o
fm
anila
env
elop
es.
In th
is v
aria
tion,
sm
all o
bjec
ts a
s w
ell a
s pi
ctur
es m
ay b
eus
ed a
s "m
ail."
Do
not o
verl
ook
com
bina
tion
soun
ds s
uch
as: s
h, th
, or
ch.
;1/4
* *
* *
75
;ie
11.1
11.M
.Nat
al1
1 --
-1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
M...
.1...
.v. I
14...
.....,
1S-
......
.1
Mak
e up
sim
ple
sent
ence
s or
phr
ases
abo
ut th
e ro
omor
any
topi
c.Se
e if
the
child
ren
can
iden
tify
the
com
mon
initi
al, m
edia
l,or
fin
al s
ound
that
they
hea
r.So
me
sam
ple
sent
ence
s ar
e:M
ary
mak
es m
oney
mad
ly!
Tre
men
dous
Tom
my
take
s tim
e to
tell
tale
s.T
he c
hild
ren
will
enj
oy m
akin
gup
thei
r ow
n, to
o.
* ' *
Sele
ct a
cat
egor
y (f
ood,
citi
es,
toys
, gam
es, a
nim
als,
fam
ous
peop
le, e
tc. )
and
have
the
child
ren
nam
e el
emen
ts o
f th
atca
tego
ry w
hich
beg
in w
ith a
spe
cifi
edso
und. E
xam
ple:
Cat
egor
y--a
nim
als
Soun
d- -
"R"
The
chi
ldre
nm
ay s
ay: r
abbi
t, ra
ccoo
n, r
at, r
aven
, rob
in, e
tc. 76
-a,
4,4
SS
"."'
n 16
- qt
«r
-
1111
1140
1041
1.40
414
!'"-t
,r1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
Ass
embl
e a
"Thi
ng B
ox, "
ave
ry u
sefu
l col
lect
ion
of s
mal
l obj
ects
of
any
kind
- -
from
a to
othp
ick
and
rock
to s
mal
l toy
ani
mal
s an
d m
inia
ture
obj
ects
.
From
the
"Thi
ng B
ox,"
sel
ect t
hree
obj
ects
whi
ch h
ave
the
sam
e in
itial
, med
ial,
or f
inal
sou
nd.
See
if th
e ch
ildre
n ca
n fi
gure
out
wha
t the
thre
e ob
ject
s ha
ve in
com
mon
.
Bin
go.
pear
car
far
see
free
so
bear
set
go
77
-1I
1 1
AU
DIT
OR
Y R
EC
OG
NIT
ION
AN
D D
ISC
RIM
INA
TIO
N
,
Rem
embe
r th
e ol
d si
dew
alk
ball
gam
e, "
A m
y na
me
is A
lice.
..? "
Try
pla
ying
it. w
ith th
e ch
ildre
n by
goi
ng a
roun
d th
ero
om a
nd a
ssig
ning
eac
h ch
ild a
lette
r.E
xam
ple:
lette
r "S
"S-
-My
nam
e is
Sus
anA
nd m
y hu
sban
d's
nam
e is
Sam
.W
e co
me
from
San
Fra
ncis
coA
nd w
e se
ll se
ashe
lls.
Hav
e th
e ch
ild s
=de
ct a
lette
r of
the
alph
abet
.T
ell h
im th
at y
ou a
re g
oing
to a
skhi
m q
uest
ions
, and
he
mus
tan
swer
all
the
ques
tions
with
a w
urd
that
beg
ins
with
the
lette
r th
at h
e ha
s se
lect
ed.
For
exam
ple,
the
child
has
sel
ecte
d "N
"- -
-"W
hat i
s yo
ur n
ame?
""N
ancy
. ""W
hat a
re y
ou d
oing
? "
"Not
hing
"Whe
re d
o yo
u E
ve?
""N
ew Y
ork.
I I
"Wha
t do
you
like
to e
at?
""N
uts.
"
78
..S,n
t..pe
l...0
.11,
...,,,
..+,.
4,
i041
::1,
"771
=1
=1
=1
2.71
AU
DIT
OR
Y C
LO
SUR
E
Def
initi
on: T
he a
bilit
y to
hea
r th
e pa
rts
ofan
aud
itory
uni
t and
ble
nd th
emto
geth
er to
for
m th
e to
tal u
nit.
Beh
avio
rs w
hich
may
indi
cate
a de
fici
t:--
diff
icul
ty w
ith p
honi
cs a
nd b
lend
ing
in r
eadi
ng(c
an s
ound
out
eac
hso
und
alon
e, b
ut c
anno
t ble
nd th
em a
llto
geth
er in
to a
wor
d)--
appe
ars
conf
used
and
is u
nabl
e to
do
sent
ence
com
plet
ion
Sam
ple
diag
nost
ic it
ems:
1."C
an y
ou te
ll m
e w
hat t
he f
ollo
win
g w
ords
are?
Lis
ten
to m
e sa
yth
em:
p -
o -
tch
- a
i - r
p -
a -
p -
er"
(Say
the
phon
emes
at o
ne-s
econ
d in
terv
als)
2.A
sk th
e ch
ild to
com
plet
e th
e fo
llow
ing
sent
ence
s (a
nd s
imila
r on
es):
Gra
ss is
gre
en; s
now
isM
othe
r is
a w
oman
; fat
her
isa
Whe
n I
grow
up,
I w
ant t
o be
a*
* *
* *
*79
I
Cen
ne,,,
-,
-`1
MI
Wel
06.1
14!"
-wl
-6.0
4sa
ri
AU
DIT
OP
ir C
LO
SUR
E
Soun
d ou
t one
of
the
child
ren'
sna
mes
in s
ylla
bles
. Ask
the
stud
ents
tobl
end
the
soun
ds to
geth
er a
ndid
entif
y th
e ch
ild.
At o
ne s
econ
d in
terv
als,
pron
ounc
e se
para
tely
the
indi
vidu
al s
cund
s in
one
wor
d.H
ave
the
child
ren
try
to b
'-nd
the
soun
ds to
geth
er a
nd te
llyo
u w
hat t
he w
ord
is.
Beg
in w
ith o
ne s
ylla
ble
wor
did
gra
duat
e to
long
er o
nes.
Exa
mpl
es:
g -
oa
- t
sh -
eth
- r
- e
e
Hav
e th
e ch
ildre
n te
llyo
u w
hat w
ord
you
are
sayi
ng w
hen
you
give
them
a w
ord,
part
of
whi
ch y
ou h
ave
omitt
ed.
For
exam
ple:
ele
bone
=tc
leph
one
ooki
es=
cook
ies
80
ti
1001
404
064
1400
1rr
-t,s
1r7
-71
71
AU
DIT
OR
Y I
MA
GE
RY
(M
EM
OR
Y)
AN
D S
EQ
UE
NT
IAL
ME
MO
RY
Def
initi
on: A
udito
ry m
emor
y re
fers
to th
e ab
ility
to r
etai
nan
aud
itory
imag
e(r
eaud
itori
ze)
of a
sou
nd, a
nd r
ecal
l it f
or la
ter
use.
Aud
itory
seq
uent
ial
mem
ory
invo
lves
the
abili
ty to
rem
embe
r au
dito
ry s
timul
i in
a sp
ecif
ic o
rder
or s
eque
nce.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:
--in
abili
ty to
fol
low
dir
ectio
ns o
r a
sequ
ence
of
dire
ctio
ns--
diff
icul
ty r
emem
beri
ng th
e so
unds
whi
char
e as
soci
ated
with
lette
rs o
rso
und
fam
ilies
--re
quir
ing
freq
uent
rep
etiti
on o
f ...
--rt
ions
and
aud
itory
mes
sage
s--
diff
icul
ty r
ecal
ling
wor
ds f
or v
rba
l usa
ge--
subs
titut
ions
and
rev
ersa
ls o
f so
unds
with
in w
ords
(fo
r ex
ampl
e, "
arni
nal"
fori
anim
al"
or "
pasg
hetti
" fo
r "s
pagh
etti"
)
Sam
ple
diag
nost
ic it
ems:
1.G
ive
the
child
a s
eque
ncof
dir
ectio
ns to
fol
low
: "G
o to
the
door
, clo
seth
e do
or, w
alk
to th
e w
inuc
w, c
lap
your
han
ds tw
o tim
es."
31
wsb
toev
orr.
......
,,-.,-
.^40
*,..-
-'''..
,..,..
....''
''''`
"'",
""'
WW
I=
I_=
7.1
= =
1!1
!,1
2.T
ap a
'pen
cil o
n th
e de
sk in
a p
artic
ular
pat
tern
. Ask
the
child
todu
plic
ate
the
patte
rn.
3.T
ell t
he c
hild
a s
hort
sto
ry. A
sk h
im to
ret
ell i
t to
you
in th
e sa
me
sequ
ence
in w
hich
it h
appe
ned.
82
pl.e
a
AU
DIT
OR
Y I
MA
GE
RY
AN
D S
EQ
UE
NT
IAL
ME
MO
RY
Giv
e a
seri
es o
f 2
or 3
(or
mor
e) d
irec
tives
to th
e w
hole
gro
up.
Cho
ose
one
pers
on to
car
ry th
em o
ut w
hile
the
rest
of
the
clas
s ch
ecks
on
him
to m
ake
sure
he d
oes
it co
rrec
tly.
For
audi
tory
seq
uent
ial m
emor
y, th
e ch
ild m
ust c
arry
out
the
dire
ctio
ns in
ord
er.
Thi
s is
a g
ood
activ
ity to
use
whe
n yo
u ha
ve a
few
min
utes
to w
ait i
n cr
ass
befo
relu
nch
or d
ism
isaa
l.
"Ha,
Ha,
Ha"
: The
fir
st p
laye
r sa
ys, "
ha,"
the
seco
nd s
ays,
"ha
, ha,
".
Eac
had
ds o
ne "
ha"
and
mus
t kee
p a
stra
ight
fac
e. W
hen
the
clas
s fi
nally
cra
cks
up,
begi
n ag
ain!
83
,ft.
..al
,n46
401
AU
DIT
OR
Y I
MA
GE
RY
AN
D S
EQ
UE
NT
IAL
ME
MO
RY
"*"'
"`*-
1+
Am
ami
Tap
a b
ell,
or r
ap o
n th
e de
sk w
itha
penc
il in
a s
peci
fic
patte
rn. A
sk th
e ch
ild to
repe
at th
e pa
ttern
. Alte
rnat
ives
are
clap
ping
han
ds in
a p
atte
rn, t
appi
ng f
eet,
jum
ping
, bou
ncin
g a
ball,
(B
ut, k
eep
in m
ind,
the
child
may
be
able
to r
emem
ber
the
patte
rn, b
ut n
ot b
e ab
le to
jum
p;so
stic
k to
cla
ppin
g ha
nds
and
tapp
ing
bells
if th
e ch
ild h
as a
mot
or p
robl
em.)
Beg
in w
ithsi
mpl
e pa
ttern
s:-
-- -
--
-
and
prog
ress
to lo
nger
and
mor
e di
ffic
ult o
nes:
-
"Let
's g
o on
a p
icni
cs W
e'll
have
to p
ack
a pi
cnic
bas
ket;
wha
t sha
ll w
e pu
t in?
"T
he f
irst
chi
ld s
ays
"T'm
goi
ngon
a p
icni
c, a
nd I
'm g
oing
to ta
ke a
long
a c
ake.
"T
he n
ext c
hild
rep
eats
this
and
add
son
e m
ore
obje
ct.
Eac
h su
cces
sive
chi
ld r
e-pe
ats
all t
he o
bjec
ts n
amed
bef
ore
him
and
add
son
e ne
w o
ne.
84
-77-
1r!
!!n.
:7-n
.:7
71""
"*"
""`"
*-1
AU
DIT
OR
Y I
MA
GE
RY
AN
D S
EQ
UE
NT
IAL
ME
MO
RY
Tel
l the
chi
ld a
n or
alse
quen
ce o
f nu
mbe
rs s
uch
as:
5,3,
and
4.
Hav
e hi
mre
peat
them
bac
k to
you
in o
rder
. Beg
in w
ith ju
st tw
o or
thre
edi
gits
, and
grad
ually
incr
ease
the
num
ber
of d
igits
as
the
child
'sab
ility
impr
oves
.
Aow
lea.
.ali
1,..1
1,46
.4
Onc
e a
child
can
do
this
wel
l, ha
ve h
imre
peat
the
digi
ts b
ack
to y
ou in
the
reve
rse
orde
r in
whi
chyo
u ga
ve th
em tc
him
.
85
I;
- 4
-4 -
-404
44 -
=II
I
MO
TO
R S
KIL
LS
86
l!-'4
PRIE
Man
trrS
AW
$Vro
V:0
4,M
NIV
Itit*
Tra
SWA
VV
V71
,,,,,1
740V
-KM
,rds
.c.o
emtr
r,n
e
GSM
foki
elr=
"1-,
!"*4
1W
igm
ilIN
Nm
e s.
.
Spee
ch a
nd L
angu
age
29.
He
uses
inm
atur
e sp
eech
pat
tern
s (b
aby
talk
).30
.H
e ha
s an
obv
ious
spe
ech
impe
dim
ent:
a.H
e di
stor
ts s
ound
s an
d w
ords
.b.
He
omits
sou
nds.
c.H
e su
bstit
utes
one
sou
nd f
or a
noth
er.
d.H
e st
utte
rs a
nd s
tam
mer
s.e.
Oth
ers:
31.
He
com
mun
icat
es w
ith g
estu
res
and
non-
verb
al s
ound
s.32
.H
e co
nsis
tent
ly f
ails
to f
ollo
w d
irec
tions
.33
.H
e ca
nnot
nam
e fa
mili
ar o
bjec
ts.
34.
He
talk
s in
dis
conn
ecte
d ph
rase
s.35
.H
e ca
nnot
rel
ate
an o
rgan
ized
seq
uenc
e (s
tory
or
expe
rien
ce)
inag
e-ap
prop
riat
e gr
amm
ar a
nd s
ynta
x.
129
fiA
tti"7
71'7
7177
.71
7=1
=1
--I
1 1
1 1
''1
MO
TO
R S
KIL
LS
Def
initi
ons:
Gro
ss M
otor
:
Fine
Mot
or:
Perc
eptu
al-
Mot
or:
Abi
lity
to c
ontr
ol th
e m
ovem
ents
of
the
larg
e m
uscl
es--
invo
lves
gene
ral b
ody
coor
dina
tion
and
bala
nce.
Abi
lity
to c
ontr
ol a
nd c
oord
inat
e th
e pr
ecis
em
ovem
ents
of
the
smal
l mus
cles
of
the
fing
ers
and
hand
s.
The
coo
rdin
atio
n of
bod
y m
ovem
ents
with
wha
ton
e pe
rcei
ves
--in
volv
es c
oord
inat
ion
of e
ye a
nd h
and
mov
emen
ts,
eye
and
foot
mov
emen
ts, b
ody
rhyt
hm (
audi
tory
-mot
or c
oord
inat
ion)
, etc
.
Beh
avio
rs in
dica
ting
a de
fici
t:
- -g
ener
al c
lum
sine
ss-
-dif
ficu
lty b
alan
cing
; tot
ters
and
fal
ls f
requ
ently
- -a
wkw
ard
wha
n w
alki
ng o
r ru
nnin
g-
-poo
r at
spo
rts;
dif
ficu
lty c
atch
ing
and
thro
win
g ba
lls, e
tc.
- -p
oor
hand
wri
ting;
mes
sy p
aper
wor
k-
-fat
igue
s ea
sily
whe
n do
ing
fine
-mot
or o
r pr
ecis
ion
wor
k
Obs
erva
tion
of th
e ch
ild in
nat
ural
set
tings
req
uiri
ng m
otor
ski
lls is
a va
lid87
tech
niqu
e fo
r ge
tting
info
rmat
ion
for
eval
uatio
n.
1A44
44al
l111
4
Not
e: T
here
is c
urre
ntly
a g
reat
dea
l of
cont
rove
rsy
conc
erni
ng th
e di
rect
rela
tions
hip
betw
een
mot
or s
kills
dev
elop
men
t and
cog
nitiv
e sk
ills
deve
lopm
ent.
In r
ecen
t res
earc
h, a
rel
atio
nshi
p ha
s be
en f
ound
bet
wee
n pe
rcep
tual
-mot
ortr
aini
ng a
nd r
eadi
ng r
eadi
ness
. How
ever
, the
res
earc
h al
so m
aint
ains
that
perc
eptu
al-m
otor
trai
ning
pro
gram
s ar
e of
que
stio
nabl
e va
lue
in h
elpi
ng c
hild
ren
with
rea
ding
pro
blem
s in
late
r gr
ades
, exc
ept i
n ca
ses
whe
re m
otor
and
perc
eptu
al-m
otor
def
icits
are
dir
ect c
ausa
tive
fact
ors
in a
lear
ning
dis
abili
ty.
88
771
=1
1 1
I "'
IPE
RC
EPT
UA
L-M
OT
OR
CO
OR
DIN
AT
ION
Plac
e m
arke
rs o
n th
e fl
oor,
abo
ut th
e si
ze a
nd d
ista
nce
apar
t as
the
leng
th o
f a
child
's s
tep.
The
se m
arke
rs m
ay b
e fo
otpr
ints
mad
e ou
t of
card
boar
d,or
pie
ces
of c
ardb
oard
with
lette
rs o
r nu
mer
als
on th
em. H
ave
the
child
wal
k on
thes
em
arke
rs, f
orw
ards
, and
late
r, b
ackw
ards
.If
usi
ng m
arke
rs w
ith le
tters
, col
ors,
or n
umer
als
on th
em, h
ave
the
child
say
the
lette
r, c
olor
, or
num
eral
as h
e st
eps
on th
at r
espe
ctiv
e m
arke
r.
Eye
-Foo
t Coo
rdin
atio
n
Step
ping
Box
es: C
olle
ct c
ardb
oard
box
es (
stur
dy)
slig
htly
larg
er th
an th
e ch
ild's
foot
and
abo
ut 2
" hi
gh.
Lin
e th
em u
p on
the
floo
r ab
out t
he d
ista
nce
ofa
child
'sst
ride
apa
rt, a
nd h
ave
the
child
wal
k pl
acin
g ea
ch f
oot i
n th
efo
llow
ing
box.
En-
cour
age
him
to lo
ok a
t his
fee
t.
Var
iatio
ns: P
lace
a la
dder
on
the
floo
r an
d ha
ve th
e ch
ildw
alk
its le
ngth
by
step
ping
in th
e sp
aces
bet
wee
n th
eru
ngs.
Or,
use
"st
eppi
ng s
tone
s" m
ade
out o
f ca
rdbo
ard
or p
aper
..
89
ate
Ros
'01
MV
1 =
i 7=
=,1
PER
CE
PTU
AL
-M
O T
OR
CO
OR
DIN
AT
ION
Eye
-Han
d C
oord
inat
ion
4e...
wag
Lis
aski
mom
s
Flas
hlig
ht G
ame:
The
teac
her
shin
es a
fla
shlig
hton
the
chal
kboa
rd, a
nd th
e ch
ildca
tche
s th
e lig
ht w
ith h
is o
wn
flas
hlig
ht.
The
teac
her
then
mov
es h
is li
ght a
nd th
ech
ild f
ollo
ws
it an
d ca
tche
s it
with
his
ligh
t. M
ove
ina
circ
le a
t fir
st, t
hen
inho
rizo
ntal
, ver
tical
, and
obl
ique
dir
ectio
ns.
Stop
eac
h tim
e yo
ur li
ght i
s ca
ught
to f
ix th
e ch
ild's
eye
s on
it.
Aim
for
rap
id m
ovem
ent o
n th
e pa
rt o
f th
e ch
ild.
Whe
n th
e ch
ildre
n be
com
e fa
mili
ar w
ith th
isga
mE
., tw
o ch
ildre
n ca
n pl
ay it
to-
geth
er, o
ne f
ollo
win
g th
e ot
her's
ligh
t. A
sop
hist
icat
edve
rsio
n of
this
, for
old
erch
ildre
n, w
ould
be
for
the
teac
her
tom
ove
in a
par
ticul
ar p
atte
rn (
circ
le, c
ross
,le
tter,
squ
are,
etc
.) a
nd f
or th
e fo
llow
er to
gues
s th
e pa
ttern
aft
er th
e en
d of
the
dem
onst
ratio
n by
dra
win
g it.
Thi
s is
goo
d fo
r vi
sual
mem
ory
and
visu
al p
roje
c-tio
n, a
nd c
ompl
icat
ed e
noug
h to
inte
rest
old
er c
hild
ren.
Use
the
chal
kboa
rd to
dra
w f
rom
dot
-to-
dot.
The
lead
er m
akes
a d
ot, a
nd th
est
uden
t dra
ws
a lin
e to
it.
The
n, th
e le
ader
cha
nges
dir
ectio
ns a
nd m
akes
anot
her
dot,
and
the
stud
ent d
raw
s a
line
from
the
prev
ious
dot
to th
is n
ew o
ne.
Smal
ler
dot-
to-d
ot p
ictu
res
can
be d
uplic
ated
on 8
1/2
" x
11"
pape
r.90
=1
=I
77:n
!'"1
tl'g'
u4"1
14.4
imol
aiN
MI
MS
PER
CE
PTU
AL
-MO
TO
R C
OO
RD
INA
TIO
N
Hav
e th
e ch
ild c
opy
pape
r-an
d pe
ncil
desi
gns,
col
ored
desi
gns
with
cra
yons
,pa
rque
try
desi
gns,
and
des
igns
with
col
ored
cub
es a
nd b
lock
sof
dif
fere
nt s
hape
s.
To
stre
ngth
en e
ye-h
and
coor
dina
tion
and
deve
lop
mot
or c
ontr
ol, y
ou m
ight
hav
ebe
ginn
ers
mak
e ca
rbon
cop
ies
of o
utlin
e fi
gure
s.Pr
epar
e, f
or e
xam
ple,
larg
esi
mpl
e br
oken
-lin
e dr
awin
gs o
fa
hous
e, a
bal
l, an
app
le, o
r a
rabb
it.E
ach
copy
sho
uld
be s
tapl
ed o
r cl
ippe
d on
top
of a
pie
ce o
f ca
rbon
pape
r an
d a
blan
kse
cond
she
et.
You
ngst
ers
will
be
delig
hted
with
the
seco
ndpi
ctur
e th
at th
ey m
ake
by tr
acin
g th
e br
oken
-lin
e dr
awin
g ou
tline
.Sh
eets
of
brok
en-l
ine
draw
ings
mi;:
ital
so b
e in
sert
ed in
to m
agic
sla
tes,
and
aft
ertr
acin
g, th
e de
sign
will
sho
wup
on
the
slat
e.
The
car
dboa
rd in
sets
of
pape
r to
wel
s m
ake
dand
y te
npin
s fo
r ho
mem
ade
bow
ling.
Set t
en r
olle
rs in
the
trad
ition
al b
owlin
gtr
iang
le o
n th
e fl
oor
and
use
a sm
all b
all
to r
oll d
own
the
"pin
s."
Stri
ke!
91
PER
CE
PTU
AL
-MO
TO
R C
OO
RD
INA
TIO
N
ebro
mil
MH
OE
MIR
Tig
htro
pe W
alk:
Dra
w a
line
on
the
floo
r w
ithch
alk
or m
aski
ng ta
pe.
(a)
Hav
e th
e ch
ildre
n st
ep f
orw
ard
on th
e lin
e w
ith th
e ri
ght f
oot;
then
,ha
ve th
em m
ove
the
left
foo
t for
war
d,pl
acin
g th
e le
ft h
eel a
gain
stth
e ri
ght t
oe.
Hav
e th
em w
alk
the
full
leng
th o
f th
e lin
ein
this
man
ner.
(b)
The
chi
ldre
n st
ep f
orw
ard
wit%
the
righ
t foo
t, th
en b
ring
the
left
foo
tup
to it
, pla
cing
the
left
toes
beh
ind
the
righ
t hee
l.A
gain
, mov
e th
eri
ght f
oot f
orw
ard
and
follo
w it
with
the
left
foo
t.R
epea
t thi
s fo
rth
e le
ngth
of
the
line.
(c)
Acc
eler
ate
the
tem
po.
Hav
e tw
o ch
ildre
n ho
ld o
ppos
ite e
nds
ofa
long
jum
p ro
pe.
iiold
ing
the
ends
nea
rth
e gr
ound
, hav
e th
em s
hake
the
rope
hor
izon
tally
acr
oss
the
grou
nd s
o it
mak
esw
avy
mot
ions
like
a s
nake
. Hav
e th
e ch
ildre
n w
alk
back
and
cros
s ov
er th
e ro
pew
hile
tryi
ng n
ot to
ste
p on
it.
92
11
11
;1
-4__
__I
......
.4.1
mq
No*
ME
BO
DY
IMA
GE
93
A.*
0100
44I
!!T
!41
!".!
!!1
:r!.
.'71
1B
OD
Y I
MA
GE
wor
m. -
WN
W
Def
initi
on: A
n aw
aren
ess
of o
ne's
own
body
, the
rel
atio
nshi
p an
d us
e of
its
part
s, a
nd th
e ab
ility
to u
se f
eedb
ack
in th
e bo
dy's
rela
tions
hip
to o
bjec
tsou
tsid
e th
e in
divi
dual
.
Beh
avio
rs w
hich
may
indi
cate
a de
fici
t:
- -g
ener
al "
clum
sine
ss"
--di
ffic
ulty
nav
igat
ing
arou
nd o
bjec
ts a
nd o
bsta
cles
in th
e en
viro
nmen
t--
inab
ility
to la
bel a
nd d
escr
ibe
the
func
tions
of
the
body
par
ts-
-dis
tort
ed o
r po
or d
raw
ings
of
the
body
Sam
ple
diag
nost
ic it
ems:
1.D
ry2.
Ask
the
child
to p
ut to
geth
era
puzz
le o
f th
e hu
man
bod
y or
to p
ut to
geth
erth
e pi
eces
of
a pi
ctur
e of
a pe
rson
whi
ch h
as b
een
cut i
nto
sepa
rate
pie
ces.
3. A
sk th
e ch
ild to
nav
igat
ean
obs
tacl
e co
urse
.
94
1"4c
.a.t.
....,C
,42,
1,/,,
ravi
noe,
" ev
e.,
BO
DY
IM
AG
E
Use
woo
den
puzz
les
in w
hich
the
body
par
ts f
it in
to a
fra
med
area
.T
his
help
sw
ith a
war
enes
s of
the
posi
tion
and
shap
e of
bod
y pa
rts.
Hav
e th
e ch
ildna
me
the
body
par
ts a
s he
rep
lace
s th
em in
to th
e pu
zzle
.L
ater
, see
if th
e ch
ild c
anas
sem
ble
the
puzz
le p
iece
s w
ithou
t the
fra
me.
Hav
e th
e ch
ildre
n pl
ace
the
part
s of
the
body
toge
ther
on a
fla
nnel
boa
rd o
r m
ag-
netic
boa
rd.
(The
Pea
body
Lan
guag
e K
it, P
rim
ary
Lev
el, h
as a
goo
d m
agne
ticbo
ard
with
bod
y pa
rts.
Or,
you
may
mak
e on
e by
mak
ing
the
body
par
ts o
ut o
fhe
avy
card
boar
d an
d at
tach
ing
met
a'lic
or m
agne
tic ta
pe to
the
back
.A
t fir
st,
mak
e th
e pi
eces
in la
rge,
sim
ple
divi
sion
s su
chas
: the
hea
d, a
rms,
trun
k,lo
wer
tors
o, a
nd le
gs.
Gra
dual
ly in
trod
uce
mor
e an
d m
ore
part
s (h
ands
, fee
t,ne
ck e
tc.)
.It
may
hel
p to
hav
e ha
lf o
f th
e bo
dy a
ssem
bled
and
let t
he c
hild
use
this
as
a m
odel
in p
laci
ng th
e pi
eces
of
the
othe
r ha
lf in
thei
rpr
oper
pos
ition
.
Cut
out
a p
ictu
re o
f a
pers
on f
rom
a m
agaz
ine
and
mou
nt it
on h
eavy
car
dboa
rd.
CA
t the
car
dboa
rd p
ictu
re in
to f
our
or f
ive
piec
es, a
nd h
ave
the
child
put
the
95
irm
ajM
-1"8
1
BO
DY
IM
AG
Epi
eces
bac
k to
geth
er to
rec
onst
ruct
the
pict
ure.
The
pie
ces
can
be k
ept i
n a
stoc
king
box
with
a r
ubbe
r ba
nd a
roun
d ea
ch p
uzzl
e.T
he b
ox c
an a
lso
be u
sed
asa
fram
e fo
r ch
ildre
n w
ho n
eed
the
outs
ide
stru
ctur
e in
con
stru
ctin
g a
puzz
le.
Hav
e th
e ch
ild f
ill in
mis
sing
bod
ypa
rts
of p
ictu
res
by d
raw
ing
them
on
pape
r.O
r, y
ou m
ay u
se a
fla
nnel
or
mag
netic
boa
rd.
Hav
e th
e ch
ildre
n cl
ose
thei
rey
es w
hile
you
rem
ove
a bo
dy p
art f
rom
the
asse
m-
bled
bod
y on
a f
lann
el o
r m
agne
tic b
oard
. Whe
n th
e ch
ildop
ens
his
eyes
, he
trie
s to
gue
ss w
hich
par
t is
mis
sing
. Whe
n he
gues
ses
corr
ectly
, he
mus
t re-
plac
e th
e bo
dy p
art i
n its
cor
rect
pos
ition
.
Hav
e th
e ch
ild li
e do
wn
on a
"bi
gger
-tha
n-lif
epi
ece
of m
ural
pap
er.
With
abl
ack
mar
ker,
mak
e a
life-
size
dtr
acin
g of
his
bod
y ou
tline
.T
hen,
let h
im f
illin
the
deta
ils w
ithcr
ayon
s.
96
1000
04"=
-1
BO
DY
IM
AG
E
Fri 1
0
Use
woo
den
puzz
les
in w
hich
the
body
par
ts f
it in
toa
fram
ed a
rea.
Thi
s he
lps
with
aw
aren
ess
of th
e po
sitio
n an
d sh
ape
of b
ody
part
s. H
ave
the
child
nam
e th
ebo
dy p
arts
as
he r
epla
ces
them
into
the
puzz
le.
Lat
er, s
ee if
the
child
can
asse
mbl
e th
e pu
zzle
pie
ces
with
out t
he f
ram
e.
Hav
e th
e ch
ild c
lose
his
eye
s.T
he te
ache
r ge
ntly
touc
hes
a pa
rt o
f hi
s bo
dy.
The
chi
ld th
en o
pens
his
eye
s an
d po
ints
, fir
ston
him
self
and
then
on
a pi
ctur
eof
a h
uman
fig
ure,
to th
e pl
ace
whe
re th
e te
ache
r to
uche
d hi
m.
Cal
l the
chi
ld's
atte
ntio
n to
how
the
body
is k
ept t
oget
her.
Poin
t out
join
ts, a
ndsh
ow w
hich
par
ts o
f hi
s bo
dy b
end
and
whe
re p
arts
com
e to
geth
er. M
ake
card
-bo
ard
men
with
pap
er f
aste
ners
con
nect
ing
join
tsso
the
join
ts w
ill m
ove.
Pla
yw
ith d
olls
with
mov
eabl
e jo
ints
in th
ear
ms,
elb
ows,
wri
sts,
hip
s, k
nees
, ank
le's
,an
d ne
ck.
Play
"ro
bot"
--be
nd th
e ch
ild's
lim
bs in
cer
tain
pos
ition
s an
d he
mus
t"f
reez
e" in
that
pos
ition
.L
et h
im tr
y w
alki
ng w
ith h
is le
gs s
tiff,
or tr
y to
per
-fo
rm a
n ac
tivity
with
hic
51b
ows
rigi
d.97
liOal
......
......
...
BO
DY
IM
AG
E
04...
'':.-
----
114
NM
Hav
e th
e ch
ild r
ecog
nize
, tra
ce, a
nd d
raw
par
ts o
f th
e bo
dyfr
om a
ll di
ffer
ent
angl
es.
Poin
t out
that
a n
ose
look
s di
ffer
ent f
rom
the
side
than
it do
es f
rom
afr
ont v
iew
, but
it is
stil
la
nose
!
--...
,
Play
"Si
mon
Say
s" a
nd u
se a
s di
rect
ions
:(a
) po
intin
g to
and
touc
hing
par
ts o
f th
e bo
dy;
(b)
imita
ting
mov
emen
ts o
f pa
rts
of th
e bo
dy.
Obs
erve
the
child
's h
uman
fig
ure
draw
ings
as p
ossi
ble
clue
s to
his
per
cept
ion
ofth
e hu
man
bod
y.W
hen
gros
s di
stor
tions
per
sist
,us
e a
full
leng
th m
irro
r to
poi
ntou
t rel
atio
nshi
ps o
f bo
dy p
ans.
Rem
embe
r th
at th
eob
ject
of
this
act
ivity
is n
otto
impr
ove
his
skill
s as
an
artis
t, bu
t to
impr
ove
his
perc
eptio
n of
the
hum
anbo
dy. C
hang
es in
his
nex
t dra
win
gm
ay s
erve
as
an in
dica
tion
of a
mor
e ac
cura
tebo
dy im
age.
98
f
Ow
l =1
77'7
1ttt
tt,..
`",r
A
BO
DY
IM
AG
E
11:0
44.9
1..m
uitil
1%44
4.1
6141
.0.6
6.1
6"
With
the
child
sta
ndin
g in
fro
nt o
f a
full-
leng
th m
irro
r, a
ctas
a m
odel
in h
avin
ghi
m im
itate
you
r po
stur
es a
nd m
ovem
ents
. Let
him
che
ck h
imse
lf in
the
mir
ror-
-do
es h
e lo
ok ju
st li
ke y
ou d
o?
Hav
e th
e ch
ildre
n m
atch
par
ts o
f th
e bo
dy w
ith p
ictu
res
of a
ctiv
ities
dep
ictin
gth
eir
func
tions
.It
is g
ood,
in th
e be
ginn
ing,
to d
iscu
ss th
e fu
nctio
n of
the
body
part
as
you
are
intr
oduc
ing
them
.It
is c
f lit
tle v
alue
to th
e ch
ild to
kno
w w
hat
his
nose
is w
ithou
t kno
win
g w
hat i
t doe
s!
* *
a':**
Inco
rpor
ate
the
conc
epts
of
"abo
ve"
and
"bel
ow"
to a
id in
awar
enes
s of
the
posi
tion
of b
ody
part
s.H
ave
the
child
nam
e pa
rts
of th
e bo
dy w
hich
are
"ab
ove"
the
shou
lder
s,"
"bel
ow th
e w
aist
," e
tc.
99
tow
,
044
=1
=77
1_"
"=".
:1=
71rt
""21
1°1
tAti
6+6,
4aw
e=
1)IN
N
BO
DY
IM
AG
E
Hav
e th
e ch
ildre
n cl
assi
fy o
bjec
ts a
nd p
ictu
res
of o
bjec
ts in
rel
atio
nshi
p to
him
-se
lf; c
olle
ct m
agaz
ine
pict
ures
of
obje
cts
that
are
"la
rger
than
I"
or "
smal
ler
than
I."
Use
the
body
par
ts to
rei
nfor
ce b
asic
num
ber
conc
epts
: "H
ow m
any
(eye
s, n
ose,
ears
, mou
th, a
rms,
legs
, fin
gers
, etc
. ) d
oyo
u ha
ve?
"
Hav
e th
e ch
ildre
n m
easu
re th
emse
lves
and
diff
eren
t par
ts o
f th
eir
bodi
es w
itha
yard
stic
k an
d ta
pe m
easu
re.
Mak
e fl
ash
card
s w
hich
inco
rpor
ate
sim
ple
equa
tions
with
bod
y pa
rts:
100
BO
DY
IM
AG
E
../.1
1110
101.
1
Ana
ldgi
es c
an b
e us
ed to
incr
ease
aw
aren
ess
of th
e bo
dy a
nd it
s re
latio
nto
the
surr
ound
ing
envi
ronm
ent.
Thi
s ca
n be
an
oral
exe
rcis
e in
the
earl
y gr
ades
;ho
wev
er, f
or c
hild
ren
who
can
rea
d w
ell e
noug
h, it
may
be
wri
tten
exer
cise
for
olde
r ch
ildre
n. S
ome
sam
ple
anal
ogie
s m
ight
be:
"A w
heel
is to
a c
ar a
s a
(leg
) is
toa
child
.""A
cla
w is
to a
cat
as
a (f
inge
rnai
l) is
toa
child
. tt
"A n
est i
s to
a b
ird
as a
(ho
use)
is to
a ch
ild."
"Fin
gers
are
to h
ands
as
(toe
s) a
re to
fee
t.""G
love
s ar
e to
han
ds a
s (s
hoes
)ar
e to
fee
t.""E
ye is
to s
ee a
s (e
ar)
is to
hea
r."
Dis
cuss
the
sim
ilari
ties
and
diff
eren
ces
in th
eob
ject
s of
the
anal
ogie
s.
101
_
4.4
MIN
IM
om
LAT
ER
ALI
TY
AN
D D
IRE
CT
ION
ALI
TY
102
4111
1.10
/0/4
771
77:1
_7.
!"'1
771_
7771
:"--
1
LA
TE
RA
LIT
`l A
ND
DIR
EC
TIO
NA
LIT
Y
`A44
.4.1
1=04
,01
iar
miri
MIN
Def
initi
ons:
Lat
eral
ity r
efer
s to
the
awar
enes
s of
and
the
tend
ency
to u
se o
nesi
de o
f th
e bo
dy, e
ither
the
left
or th
e ri
ght,
in c
oord
inat
ed m
ovem
ents
.D
irec
tiona
lity
refe
rs to
the
abili
ty to
rel
ate
body
mov
emen
ts to
spa
ce o
utsi
deth
ebo
dy in
var
ious
dir
ectio
ns.
Beh
avio
rs w
hich
may
indi
cate
a d
efic
it:--
"sw
itch-
hitti
ng"
-al
tern
ate
use
of r
ight
and
left
han
ds in
task
sre
quir
ing
the
use
of o
nly
one
hand
- -r
ever
sals
and
inve
rsio
ns in
wri
ting
- -c
onfu
sion
of
the
conc
epts
of
"up
and
dow
n,"
"rig
ht a
nd le
ft, "
etc
.
Sam
ple
diag
nost
ic it
ems:
1.T
hrow
the
child
a b
all.
With
whi
ch h
and
does
he
reac
h fo
r it?
Z.
Stan
d th
e ch
ild n
ear
a bo
x or
cha
ir. H
ave
him
sta
nd b
ehin
dit,
in f
ront
of it
, on
the
righ
t and
left
sid
e,on
top
of it
, and
und
er it
.
103
-7_7
1=
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Tea
ch r
ight
/left
dis
crim
inat
ion
by f
irst
sup
plyi
nga
cue
-- a
str
ing
or r
ibbo
nar
ound
the
fing
er o
r w
rist
, or
a fa
ce d
raw
non
the
thum
bnai
l. O
ne te
ache
r re
sort
edto
wri
ting
the
wor
ds "
left
" an
d "r
ight
" on
the
back
of
the
child
's h
and
with
a fe
ltm
arke
r.
Plac
e an
imal
cut
outs
on
the
left
edg
e of
a f
lann
elbo
ard.
On
the
righ
t, pl
ace
item
sof
foo
d th
at th
e an
imal
s lik
e (a
bon
e fo
r a
dog;
a b
owl o
f m
ilk f
ora
cat,
etc.
).G
ive
each
chi
ld a
cha
nce
to "
feed
" th
e an
imal
s by
mov
ing
them
fro
m th
e le
ftto
the
appr
opri
ate
food
item
.
Cap
italiz
e on
you
r pu
pils
' kno
wle
dge
of th
e tr
affi
c lig
ht c
olor
s in
mak
ing
expe
ri-
ence
cha
rts
that
teac
h le
ft-t
o-ri
ght.
Her
e's
how
: Wri
te th
e fi
rst w
ord
of e
ach
line
in g
reen
(fo
r go
) an
d th
e la
st in
red
(fo
r st
op).
Tel
l the
chi
ldre
n th
at e
very
time
they
get
to a
red
wor
d th
ey h
ave
to s
top
and
mak
e th
eir
eyes
fin
d th
e ne
xt"g
o" w
ord.
104
=1
1
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
*,
Han
g a
punc
hing
bag
fro
m th
e ce
iling
.(A
sim
ple,
inex
pens
ive
one
can
be m
ade
from
a p
illow
cas
e or
laun
dry
bag
stuf
fed
with
bal
ls o
fcr
umpl
ed n
ewsp
aper
.)In
stru
ct th
e ch
ild to
hit
the
bag
cont
inuo
usly
with
eith
er h
isri
ght o
r le
ft h
and.
By
sayi
ng "
righ
t" o
r "l
eft"
with
eac
h pu
nch,
the
know
ledg
e of
"ri
ght"
and
"le
ft"
isbe
ing
rein
forc
ed k
ines
thet
ical
ly. W
hen
he c
an d
o th
is e
asily
, ask
him
to a
ltern
ate
his
righ
t and
left
han
ds a
s he
hits
; aga
in, h
e sh
ould
repe
at th
e w
ords
"ri
ght"
and
"lef
t" w
ith e
ach
punc
h.T
his
activ
ity a
lso
requ
ires
wei
ght-
shif
ting
and
a go
odse
nse
of b
alan
ce.
"Rig
ht o
r L
eft T
oss"
Eac
h ch
ild in
a s
mal
l gro
up o
f ch
ildre
n ha
s a
bean
bag
in e
ach
hand
. Whe
n hi
s tu
rn c
omes
to th
row
the
bean
bag
at th
eta
rget
, the
teac
her
(or
calle
r) c
alls
out
"le
ft"
or "
righ
t." T
he c
hild
mus
t thr
ow th
e be
anba
g w
hich
is in
the
appr
opri
ate
hand
.
105
'
mit
`A!"
",!1
,.7
177
717-
771
-77-
i
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
11..4
111.
1
Rol
l a b
all t
o th
e st
andi
ng c
hild
, dir
ectin
g hi
m to
rai
se h
is r
ight
or le
ft le
g so
that
the
ball
can
roll
unde
r it.
Ask
the
child
ren
to h
op to
a p
atte
rn s
uch
as "
once
on th
e ri
ght f
oot a
nd tw
ice
onth
e le
ft, "
then
"tw
ice
on th
e ri
ght f
oot a
ndon
ce o
n th
e le
ft."
Inc
reas
e th
e di
f-fi
culty
and
leng
th o
f th
e pa
ttern
as
child
ren
gain
ski
ll.T
he h
oppi
ng, w
hile
re-
peat
ing
righ
t and
left
, als
o pr
ovid
es k
ines
thet
ic r
einf
orce
men
t for
the
conc
ept
of le
ft/r
ight
,
Gam
es s
uch
as "
Sim
on S
ays"
or
"May
I"
can
prov
ide
lear
ning
fun
.C
omm
ands
such
as:
"to
uch
your
rig
ht f
oot..
. " o
r "t
ake
two
gian
t ste
ps to
the
left
" w
ill h
elp
a ch
ild d
evel
op th
is r
ight
/left
ori
enta
tion.
106
me.
MIN
kl?t
ti LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Dra
w a
cir
cle
on th
e fl
oor
with
cha
lk. A
sk th
e ch
ild=
en to
put
thei
r "r
ight
han
d, "
"lef
t han
d, "
"ri
ght f
oot,"
or
"lef
t foo
t" in
to th
e ci
rcle
.In
crea
se th
e sp
eed
of th
eca
lls a
s th
e ch
ildre
n de
velo
p th
e ab
ility
to d
iscr
imin
ate.
Inci
dent
al le
arni
ng a
nd p
ract
ice
occu
r w
hen
you
give
the
child
ren
"fun
ny c
omm
ands
"lik
e:"H
old
John
ny's
left
ear
with
you
r ri
ght h
and.
""W
ith y
our
left
eye
, loo
k in
to S
usie
's r
ight
eye.
"
Cut
a s
uppl
y of
arr
ows
and
the
lette
rs "
L"
and
"R"
from
pres
sure
-sen
sitiv
e ta
pe.
Stic
k tw
o ar
row
s, o
ne p
oint
ing
left
and
one
righ
t, on
a c
orne
r of
eac
h de
sk (
or a
tea
ch p
lace
on
a ta
ble)
.L
abel
app
ropr
iate
ly w
ith "
L"
or "
R".
107
.44
End
'ff"7
".1
-.77
1-7
77
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
4gy
...
Mak
e m
irro
r im
age
flas
h ca
rds,
for
exa
mpl
e:a
card
sho
win
g a
boy
faci
ng le
ft is
mat
ched
with
a c
ard
show
ing
a bo
y fa
cing
rig
ht.
Dis
trib
ute
one
set a
mon
g th
ech
ildre
n; d
ispl
ay th
e op
posi
tes
at th
e fr
ont o
f th
ero
om. P
upils
fin
d th
e m
ates
toth
e ca
rds.
Mak
e tw
o la
rge
post
ers,
one
with
a b
ig a
rrow
poi
ntin
g ri
ght,
the
othe
r w
ithan
arro
w p
oint
ing
left
.A
t the
fro
nt o
f th
e ro
om, h
ang
the
righ
t-po
intin
g ar
row
post
er a
t the
far
rig
ht a
nd th
e ot
her
post
er a
t the
far
left
.D
istr
ibut
e ol
d m
aga-
zine
s an
d w
orkb
ooks
and
ask
the
child
ren
to lo
ok f
or p
ictu
res
of a
nim
als
and
peop
le f
acin
g le
ft a
nd r
ight
.Se
e if
they
can
pas
te e
ach
pict
ure
on th
e ap
prop
riat
epo
ster
.
Dis
trib
ute
draw
ing
pape
r an
d sh
ow th
e ch
ildre
n ho
w to
fol
d it
into
a se
ries
of
squa
res.
Hav
e th
em m
ake
a po
tato
pri
nt in
eac
h sq
uare
. Mak
e su
re th
ey w
ork
from
left
to r
ight
in e
ach
row
.10
8
1111
04-7
1 1
'71_
7177
7-.7
1"!
--r1
"""m
l
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
"-"*
-1I-
Dra
w a
fro
g on
the
chal
kboa
rd w
ith a
pon
d at
the
righ
tan
d ro
cks
betw
een.
Past
ea
pape
r fr
og o
n th
e en
d of
a p
oint
r.. A
chi
ldus
es th
e po
inte
r to
mak
e th
e fr
og"h
op"
to th
e po
nd.
By
usin
g a
seri
es o
f pa
nels
, dev
elop
a m
ural
dep
ictin
g th
e ev
ents
of
a ty
pica
lsc
hool
day
.St
ress
the
fact
that
the
mur
al is
"gr
owin
g" f
rom
left
to r
ight
.Pa
nels
may
als
o te
ll a
stor
y, e
tc.
Onc
e a
child
has
est
ablis
hed
a go
od s
ense
of
late
ralit
y (w
ithin
his
ow
n bo
dy s
pace
),as
k hi
m to
look
at a
noth
erpe
rson
(or
dol
l, an
imal
, or
pict
ure)
and
des
crib
ew
heth
er a
cer
tain
bod
y pa
rt is
on th
e ot
her
pers
on's
rig
ht o
r le
ft s
ide.
Thi
s is
an
adva
nced
lear
ning
ste
p, a
nd s
houl
dno
t be
taug
ht u
ntil
the
child
's o
wn
late
ralit
y is
wel
l-de
fine
d.
109
wo.
vm
,
'406
-i...
.mil
NN
W
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Hav
e a
child
des
crib
e th
e ex
act l
ocat
ion
ofa
piec
e of
jew
elry
pin
ned
on a
noth
erch
ild.
Use
the
"win
ners
rig
ht"
tech
niqu
e at
gam
e tim
e. F
or e
xam
ple,
let's
say
the
child
ren
are
toss
ing
bean
bag
s at
a w
aste
bas
ket.
Pupi
ls w
ho m
ake
a ba
sket
go
to th
e ri
ght,
and
thos
e w
ho m
iss
go to
the
left
.
All
child
ren
like
to g
ive
dire
ctio
ns f
or a
cha
nge!
Let
him
be
the
teac
her
and
give
dire
ctio
ns to
the
teac
her
or a
noth
er c
hild
, suc
has
:"T
ouch
the
red
circ
le a
t the
left
of
the
chal
kboa
rd."
"Pic
k up
the
penc
il th
at is
on
the
righ
t of
the
book
."
110
777'
171
771
= 7
1 1
1 1
1 71
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
oyla
Seat
the
child
ren
in r
ows.
Hav
e al
l the
chi
ldre
n bu
t the
fir
stin
eac
h ro
w p
lace
thei
r ha
nds
toge
ther
, pal
ms
in, a
nd f
inge
rs s
trai
ght.
To
the
firs
t chi
ld in
eac
hro
w, g
ive
a di
rect
ion
such
as,
"Pl
ease
pla
ce y
our
(rig
ht, l
eft)
han
d (i
n,ov
er,
unde
r, b
esid
e) J
ohnn
y's
hand
." H
e m
ust
carr
y ou
t the
inst
ruct
ions
in r
elat
ion
toth
e ch
ild s
ittin
g be
hind
him
. Whe
n th
is is
don
e, it
is th
enhi
s tu
rn to
giv
e si
-nila
rdi
rect
ions
to th
e ch
ild s
ittin
g be
hind
him
, who
intu
rn c
arri
es o
ut th
e di
rect
ions
in r
elat
ion
to th
e ch
ild s
ittin
g be
hind
him
and
etc
.C
ontin
ue u
ntil
all c
hild
ren
have
had
a tu
rn b
oth
givi
ng a
nd r
ecei
ving
dir
ectio
ns.
Dem
onst
rate
dif
fere
nt s
patia
l rel
atio
nshi
ps b
y us
ing
part
s of
the
body
.L
et th
ech
ild c
opy
your
pos
ition
and
rep
eat t
he p
hras
e:"M
y fi
nger
is in
my
ear.
""M
y ha
nd is
on
top
of m
y he
ad."
"My
fing
er is
und
er m
y ch
in."
"My
fing
er is
bes
ide
(or
next
to)
my
nose
. "L
ater
, let
the
teac
her
ask
the
child
ren,
"W
here
ism
y fi
nger
? "
The
y an
swer
with
the
prop
er w
ords
des
crib
ing
itpo
sitio
n.U
se th
is te
chni
que
to d
emon
stra
te o
ppo-
site
s su
ch a
s: in
/out
, abo
ve/b
elow
, ove
r/un
der,
etc
.11
1
,..4
Mit
:17!
"1"7
71=
I =
1'7
717'
1!-
-""1
'1 'I
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Hav
e th
e ch
ildre
n si
t on
the
floo
r ar
ound
a la
rge
card
boar
d bo
x or
car
ton
(chi
ld-
size
).H
ave
the
child
ren
follo
w d
irec
tions
suc
has
:"P
leas
e ge
t in
the
box.
""C
an y
ou g
et u
nder
the
box?
"If
the
child
ren
alre
ady
know
the
wor
dsde
scri
bing
spa
tial r
elat
ions
, you
can
use
this
act
ivity
as
a re
info
rcin
g an
dpr
oble
m s
olvi
ng a
ctiv
ity:
"Can
you
sho
w m
e w
hat "
in"
and
"out
"m
ean
by u
sing
onl
y yo
urbo
dy a
nd th
e bo
x? "
Var
iatio
n: H
ave
one
child
ass
ume
apo
sitio
n in
rel
atio
n to
the
box.
The
oth
erch
ildre
n re
spon
d to
this
by
sing
ing
the
follo
win
g so
ng (
to th
e tu
ne o
f "M
ary
Had
aL
ittle
Lam
b").
Tim
:ny'
s si
tting
(in
, on,
etc
.) th
e bo
x, in
the
box,
in th
ebo
x;T
irm
ny's
sitt
ing
in th
e bo
xT
imm
y w
ants
to p
lay.
112
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Giv
e ea
ch c
hild
a s
mal
l con
tain
er (
a cu
p, b
ox, e
tc.)
and
a sm
all o
bjec
t (m
arbl
e,sm
all c
ube
bloc
k, p
eg, e
tc.)
.G
ive
vari
ed d
irec
tions
whi
ch th
ey tr
y to
carr
y ou
t,su
ch a
s:"P
ut th
e m
arbl
e in
the
box.
""P
lace
the
mar
ble
on to
p of
the
box.
""P
lace
the
cube
und
er th
e bo
x, "
From
you
r pi
ctur
e fi
le, s
elec
t pic
ture
s th
at d
epic
t the
conc
epts
of
in, o
ut, i
nsid
eof
, on
top
of, u
nder
, abo
ve, e
tc.
(If
you
don'
t hav
e an
y, a
goo
d ex
erci
se w
ould
be to
hav
e th
e ch
ildre
n go
thro
ugh
mag
azin
es a
ndcu
t the
m o
ut f
or y
ou.)
Som
eac
tiviti
es to
use
with
thes
e pi
ctur
es a
re:
(A)
Hav
e th
e ch
ildre
n te
llyo
u ab
out t
he p
ictu
res;
spe
cifi
cally
, whi
ch o
f th
e ab
ove
wor
ds th
ey d
epic
t.E
ncou
rage
them
to u
se c
ompl
ete
sent
ence
s, s
uch
as, "
The
appl
e is
on
the
tabl
e."
(B)
Plac
e th
ree
or f
our
of th
e pi
ctur
eson
the
tabl
e or
cha
lk tr
ay a
nd a
sk th
e ch
ildto
"fi
nd th
e pi
ctur
e th
at s
how
s th
e w
ord
(in,
out
, und
er,
etc.
)."
113
I
*.(1
,1%
'
NO
LA
tal
Waf
ttly1
to.4
4.0.
41
LA
TE
RA
LIT
Y A
ND
DIR
FCT
ION
AL
ITY
Giv
e th
e ch
ildre
n se
nten
ces,
and
hav
e th
em d
raw
(on
pap
eror
on
the
chal
kboa
rd)
a pi
ctur
e th
at s
how
s w
hat y
ou s
aid.
Exa
mpl
e:"T
he c
ircl
e is
und
er th
e sq
uare
.""T
he d
og is
in th
e ho
use.
""T
he b
ook
is n
ext t
o th
e gi
rl.
For
olde
r ch
ildre
n, th
ese
dire
ctio
ns c
an b
e gi
ven
in w
ritte
n fo
rm w
ith p
lace
s fo
rth
e ch
ildre
n to
dra
w th
eir
pict
ures
.
Div
ide
the
clas
s or
gro
up in
to tw
o te
ams.
One
team
hid
esan
obj
ect a
nd w
rite
s a
seri
es o
f di
rect
ions
as
to h
ow to
fin
d it.
The
inst
ruct
ions
sho
uld
use
wor
dsin
dica
ting
dire
ctio
n (l
eft,
righ
t, up
, dow
n, in
side
).D
ista
nce
wor
ds (
turn
left
and
wal
k te
n st
eps
or w
alk
four
fee
t str
aigh
t ahe
ad)
may
als
o be
use
d.T
he la
tter
give
s th
e di
rect
ing
team
exp
erie
nce
in m
easu
ring
.T
he s
econ
d te
am m
ust t
ry to
find
the
hidd
en o
bjec
t. M
ay b
e pl
ayed
indo
ors
or o
utdo
ors.
114
1111
1111
= =
=L
AT
ER
AL
ITY
AN
D D
IRE
CT
ION
AL
ITY
Thi
s v.
:1'1
e ca
n be
pla
yed
with
agr
oup
of th
ree
or m
ore
child
ren.
One
chi
ld ta
kes
a po
sitio
n an
ywhe
re in
the
room
.C
hild
#2
then
giv
es c
hild
#3
dire
ctio
nson
how
to r
each
the
firs
t chi
ld.
Exa
mpl
e: "
Tak
e fo
ur s
teps
for
war
d, a
nd tu
rn le
ft.
Tak
e si
x st
eps,
and
turn
rig
ht; t
hen
take
two
step
s. "
For
this
gam
e, th
e ch
ildre
n ar
e se
ated
inro
ws.
The
lead
er c
alls
: "ch
ange
fron
t, "
"cha
nge
rear
, ""c
hang
e le
ft, "
or
"cha
nge
righ
t. "
On
each
com
man
d, a
ll sh
ift a
s di
rect
ed.
Tho
se w
ho a
re f
orce
d ou
t of
the
seat
sat
the
fron
t, re
ar, o
r si
des
run
to th
e op
posi
teen
ds o
f th
e ro
om a
nd ta
ke v
acan
tse
ats.
Eac
h ch
ange
sho
uld
be m
ade
as q
uick
ly a
s po
ssib
le.
115
!!!':
=1
7:71
7'2=
1=
=1
---7
1 I
1
LA
TE
RA
LIT
Y A
ND
DIR
EC
TIO
NA
LIT
Y
Giv
e on
e ch
ild a
des
ign
(exa
mpl
es b
elow
).H
ave
him
giv
e an
othe
r ch
ild d
irec
tions
as h
ow to
dup
licat
e th
e de
sign
on
a pi
ece
of p
aper
or
on th
e ch
alkb
oard
.T
ell
him
to u
se th
e w
ords
"le
ft,"
"ri
ght,"
"ab
ove,
" "
belo
w"
and
othe
r w
ords
whi
chin
dica
te d
irec
tiona
lity.
Whe
n fi
nish
ed, c
ompa
re th
e or
igin
al d
esig
n w
ith th
e re
-pr
oduc
tion-
-som
etim
es q
uite
a h
umor
ous
com
pari
son.
Sam
ple
desi
gns:
do
116
re
rasa
II-..4
-I
TH
E H
YP
ER
KIN
ET
IC C
HIL
D
4-4
4.--
4 -
INN
ISM
ilo
117
Tr=
fxrn
rote
min
trrs
spre
smel
atre
rnaw
mre
-tw
rpra
fokr
-
MIS
Pin
t6"A
TH
E H
YPE
RK
INE
TIC
CH
ILD
WH
AT
IS
TH
E H
YPE
RK
INE
TIC
CH
ILD
LIK
E?
Hyp
erac
tive:
He
appe
ars
to b
e in
per
petu
al m
otio
n w
ith a
nev
er-e
ndin
g su
pply
of p
oorl
y-di
rect
ed e
nerg
y. H
e ca
n si
t stil
l for
no
mor
e th
an a
few
min
utes
at a
time
and
even
whi
le s
ittin
g he
con
stan
tly w
rigg
les,
fid
gets
, dru
ms
his
fing
ers,
shuf
fles
his
fee
t, an
d ex
hibi
ts a
var
iety
of
new
des
k-si
tting
pos
ition
s.It
nee
dha
rdly
be
men
tione
d to
a te
ache
r ho
w d
istu
rbin
g th
is c
an b
e to
the
othe
r ch
ildre
n.
Shor
t Atte
ntio
n Sp
an: H
e ha
s di
ffic
ulty
con
cent
ratin
g on
the
task
-at-
hand
for
any
prol
onge
d pe
riod
of
time
(usu
ally
no
mor
e th
an 1
0-15
min
utes
).H
e of
ten
fails
to c
ompl
ete
his
wor
k an
d se
ldom
rea
ches
the
poin
t at w
hich
he
can
feel
the
satis
-fa
ctio
n of
a "
job
wel
l-do
ne."
Dis
trac
tible
:H
e is
ver
y ea
sily
dis
trac
ted
by e
xtra
neou
s st
imul
i, w
hich
cal
l his
atte
ntio
n aw
ay f
rom
impo
rtan
t stim
uli (
the
teac
her's
voi
ce, t
he b
ook
open
bef
ore
him
, etc
. ).
He
appe
ars
com
pelle
d to
res
pond
to th
ese
irre
leva
nt s
timul
i, th
us,
even
fur
ther
dec
reas
ing
his
atte
ntio
n sp
an. H
e ap
pear
s no
t to
follo
w d
irec
tions
whe
n ac
tual
ly h
e ha
s be
en d
istr
acte
d fr
om h
is o
rigi
nal g
oal b
ehav
ior.
118
!Aw
lfis
amq
olum
q
Hig
hly
Inte
llige
nt:
One
of
the
mos
t puz
zlin
g an
d fr
ustr
atin
g ob
serv
atio
ns a
bout
the
hype
rkin
etic
chi
ld is
that
he
expe
rien
ces
lear
ning
pro
blem
s in
spi
te o
f ap
par-
ent a
vera
ge o
r ab
ove
aver
age
inte
llect
ual a
bilit
y.T
he h
yper
kine
tic s
ynod
rom
e is
ofte
n ac
com
pani
ed b
y le
arni
ng p
roce
ss d
isor
ders
("l
earn
ing
disa
bilit
ies"
), c
om-
poun
ded
by d
istr
actib
ility
and
a s
hort
atte
ntio
n sp
an.
Em
otio
nally
Lab
ile:
The
se c
hild
ren
tend
to b
e di
ffic
ult t
o re
ason
with
and
ex-
peri
ence
rap
id m
ood
shif
ts.
The
y fr
eque
ntly
fig
ht a
nd te
ase
and
are
likel
y to
blam
e ot
hers
whe
n th
ings
go
wro
ng.
The
ir e
xpre
ssio
ns o
f em
otio
n ar
e m
ore
apt
to b
e ex
plos
ive
and
high
ly c
harg
ed th
an s
ubtle
.
Low
Fru
stra
tion
Tol
eran
ce:
The
chi
ld w
ith th
ese
sym
ptom
s is
ver
y ea
sily
fru
s-tr
ated
, as
he r
arel
y is
abl
e to
ach
ieve
the
goal
s w
hich
he
or th
e te
ache
r ha
s se
tfo
r hi
m. H
e is
con
stan
tly in
terr
upte
d by
stim
uli w
hich
dem
and
his
atte
ntio
n. H
ese
es h
is g
oals
but
is o
ften
una
ble
to d
irec
t his
beh
avio
r to
war
d th
em.
Imm
atur
e: T
he h
yper
kine
tic c
hild
may
app
ear
imm
atur
e fo
r hi
s ag
e be
caus
e of
his
hype
ract
ivity
, em
otio
nalit
y, a
nd im
mat
ure
soci
al b
ehav
ior.
The
re is
evi
denc
eof
a h
igh
corr
elat
ion
betw
een
hype
rkin
esis
and
imm
atur
ity o
f th
e ne
rvou
s sy
stem
.
119
raftr
it,M
trve
rrw
cr Ver
bose
: The
hyp
erki
netic
chi
ld is
oft
en u
nabl
e to
inhi
bit r
espo
ndin
g ve
rbal
ly to
any
thou
ght w
hich
cro
sses
his
min
d (d
isin
hilm
tion)
.H
e "t
hink
s ou
t lou
d."
The
sech
ildre
n al
so te
nd to
sub
voca
lize
whe
n pe
rfor
min
g a
task
req
uiri
ng v
erba
l tho
ught
(sile
nt r
eadi
ng, w
ritin
g, a
rith
met
ic, e
tc. )
.T
his
can
be d
isru
ptiv
e in
the
clas
s-ro
om, a
s it
dist
urbs
the
othe
r ch
ildre
n.
Impu
lsiv
e:T
he h
yper
activ
e ch
ild o
ften
act
s w
ithou
t ref
lect
ing
on th
e co
nseq
uenc
esof
his
beh
avio
r.H
is r
eact
ions
are
"on
an
impu
lse"
with
littl
e fo
resi
ght a
s to
the
effe
cts
of h
is a
ctio
ns.
Em
otio
nal O
verl
as-:
Em
otio
nal p
robl
ems
are
a fu
nctio
n of
the
reac
tions
of
sign
if-
ican
t her
s (p
aren
ts, s
iblin
g, te
ache
rs, p
eers
) to
the
child
and
his
beh
avio
rra
ther
than
res
ults
of
the
hype
rkin
esis
itse
lf.
Hav
ing
to c
onst
antly
fac
e fa
ilure
and
reje
ctio
n,th
e ch
ild c
omes
to d
oubt
his
wor
th a
s a
pers
on.
"How
can
any
one
love
me
with
all
my
bad
habi
ts?"
To
com
bat t
his
feel
ing,
he
trie
s to
o ha
rd to
vie
for
acce
ptan
ce a
nd lo
ve b
y be
ing
over
ly a
ffec
tiona
te, o
r he
may
sto
p tr
ying
topl
ease
alto
geth
er a
nd d
elib
erat
ely
enga
ge in
una
ccep
tabl
e, s
elf-
defe
atin
g be
hav-
ior
in o
rder
to li
ve u
p to
his
rep
utat
ion
as a
"ba
d ch
ild."
120
rea
MIN
Woo
low
n=
an11
1111
1111
1
SUG
GE
STIO
NS
FOR
TE
AC
HIN
G A
ND
RE
AC
HIN
G T
HE
HY
PER
KIN
ET
IC C
HIL
D
1.R
ecom
men
d a
thor
ough
med
ical
exa
min
atio
n. S
omet
imes
the
sym
ptom
sas
soci
ated
with
hyp
erki
nesi
s m
ay b
e ca
used
by
othe
r di
sord
ers
or im
bala
nces
with
in th
e ch
ild's
sys
tem
.In
som
e ca
ses,
dru
g th
erap
y is
suc
cess
ful i
n al
le-
viat
ing
the
hype
ract
ivity
.O
ne w
ord
of c
autio
n on
the
use
of d
rugs
: do
not
expe
ct th
e am
phet
amin
e to
be
the
"cur
e."
Dru
gs p
rovi
de a
tem
pora
ry r
espi
tefr
om th
e co
nsta
nt m
otio
n an
d di
stra
ctab
ility
of
the
child
and
incr
ease
his
atte
ntio
n sp
an s
o th
at h
e is
mor
e re
spon
sive
to th
e in
stru
ctio
nal s
ituat
ion.
The
goa
l sho
uld
be, h
owev
er, t
o de
velo
p co
ntro
l fro
m w
ithin
the
child
with
only
tem
pora
ry r
elia
nce
on th
e dr
ug.
2.C
hann
el th
e ch
ild's
ene
rgy
into
pro
duct
ive
outle
ts r
athe
r th
an a
ttem
ptin
g to
stif
fle
or in
hibi
t it.
3.Pr
ovid
e fr
eque
nt o
ppor
tuni
ties
for
the
child
to e
ngag
e in
phy
sica
l act
ivity
.Sc
hedu
le s
hort
wor
k pe
riod
s (f
ive
to f
ifte
en m
inut
es, d
epen
ding
upo
n th
ech
ild's
deg
ree
of c
ontr
ol),
with
fre
quen
t act
ivity
bre
aks
duri
ng w
hich
he
can
rele
ase
som
e of
his
sto
red-
up e
nerg
y.H
yper
kine
tic c
hild
ren
need
an
outle
tfo
r ei
,erg
y re
leas
e ev
en w
hile
wor
king
and
are
less
apt
to b
e re
stle
ss if
not
conf
ined
to a
sm
all d
esk
or c
hair
.So
, you
mig
ht tr
y le
tting
him
wor
k on
aru
g on
the
floo
r in
the
back
of
the
room
or
at a
larg
er ta
ble-
-any
whe
re h
e12
1
-
gale
1.11
14Po
olM
el.
=1
r!!!
!"1.
7..r
1!"
1I
'1""
t"-I
1-.4
04
can
stre
tch
out a
nd n
-lov
e ar
ound
.
4.E
stab
lish
a ro
utin
e so
the
child
kno
ws
wha
t to
do a
nd d
oes
not w
ande
rai
m-
less
ly a
bout
, dis
turb
ing
the
othe
r ch
ildre
n.T
he s
truc
ture
of
a ro
utin
e al
sore
duce
s th
e te
nsio
n ("
wha
t will
hap
pen
next
? I"
) w
hich
oft
en in
crea
ses
the
activ
ity le
vel o
f th
ese
child
ren.
5.T
he p
hysi
cal e
nvir
onm
ent i
s an
impo
rtan
t var
iabl
e.H
yper
kin:
Aic
chi
ldre
nle
arn
best
whe
n th
e di
stra
ctio
ns a
roun
d th
emar
e ke
pt to
a m
inim
um. P
rovi
deca
rAel
ls, o
r a
low
stim
ulus
wor
kar
ea f
or th
em.
Thi
s ar
ea m
ight
be
a qu
iet
part
of
the
room
, beh
ind
som
e bo
okca
ses;
a ta
ble:
or
desk
fac
ing
a bl
ank
wal
l;or
thre
e si
des
of a
stu
rdy
card
boar
d ca
rton
pla
ced
on h
is d
esk
to s
hut o
ut d
is-
trac
ting
stim
uli.
Kee
p th
ese
area
s fr
ee f
rom
dec
orat
ion
and
extr
aneo
usst
imul
atio
n.Pr
ovid
e th
e ch
ild w
ith o
nly
the
mat
eria
ls h
e w
ill n
eed
for
apa
rtic
ular
task
. Rem
embe
r th
at th
is is
not
a pu
nish
men
t; th
e pu
rpos
e is
topr
ovid
e th
e ch
ild w
ith a
phy
sica
l env
iron
men
t in
whi
ch h
eca
n le
arn.
He
will
appr
ecia
te it
onc
e he
rea
lizes
that
he
can
wor
k su
cces
sful
ly th
ere
and
in a
shor
t tim
e w
ill e
ven
pref
er to
wor
k th
ere
for
this
reas
on. A
dua
l pur
pose
isse
rved
her
e; th
e ch
ild is
she
ltere
d fr
om d
istr
actin
g st
imul
i in
the
clas
sroo
m,
and
the
othe
r ch
ildre
n ar
eaw
ay f
rom
his
dis
trac
ting
beha
vior
.
122
.?):
1"&
%"t
...w
.m..a
rro*
,--"
'"
mar
=1
1140
6101
461
1164
UM
WM
in
6.B
reak
task
s an
d as
sign
men
ts d
own
into
sm
all u
nits
com
men
sura
te w
ith th
ech
ild's
abi
lity.
If h
e ca
nnot
atte
nd lo
ng e
noug
h to
com
plet
e a
full
page
of
mat
h pr
oble
ms,
giv
e hi
m o
nly
a fe
w to
do
at a
tim
e.
7.B
uild
atte
ntio
n sp
an b
y re
info
rcin
g th
e ch
ild f
or c
ompl
etin
g ea
ch s
mal
l act
iv-
ity.
At f
irst
he
may
be
able
to s
it st
ill a
nd a
ttend
for
onl
yon
e m
inut
e, b
utgr
adua
lly in
crea
se th
e tim
e as
the
child
is a
ble
to a
ttend
for
long
er p
erio
ds.
8.H
yper
activ
e ch
ildre
n ge
nera
lly r
ecei
ve m
ore
,iega
tive
than
pos
itive
fee
dbac
k.R
athe
r th
an a
ttend
ing
to th
e ne
gativ
e as
pect
s of
the
child
's b
ehav
ior,
rei
n-fo
rce
him
with
pra
ise
and
affe
ctio
n fo
r de
sira
ble
beha
vior
(w
orki
ng q
uiet
ly a
ta
task
, wor
king
inde
pend
ently
, com
plet
ion
of a
task
, etc
. ).
Rec
ogni
ze a
ndem
phas
ize
any
tale
nts
and
abili
ties.
Prov
ide
him
with
as
man
y su
cces
sful
expe
rien
ces
as p
ossi
ble.
9.B
e aw
are
of th
e ch
ild's
beh
avio
r an
d le
arni
ng p
atte
rns
and
avoi
d m
akin
gun
real
istic
dem
ands
.
10.
Do
not p
unis
h th
e ch
ild f
or b
ehav
ior
whi
ch h
e ca
nnot
con
trol
. Rem
embe
rth
at th
e hy
perk
inet
ic c
hild
is n
ot "
mis
beha
ving
"; h
is h
igh
ener
gy le
vel a
ndim
puls
ive
beha
vior
are
con
stitu
tiona
l in
natu
re, a
ndar
e be
yond
his
inne
rco
ntro
ls.
Whi
le y
ou w
ant t
o re
stra
in th
e us
e of
pun
ishm
ent,
it is
impo
rtan
t 123
rgr.
...V
,Moc
rg-v
wm
. em
+rt
ew,N
.?m
nrow
rit 7
0^ r
---,
4.,
IMO
illks
tiPe
ri--
"mtl.
!1rr
flr'a
mm
l"m
""1
"."m
l""
'."1
wab
r4M
EI
that
you
set
rea
sona
ble
limits
for
beh
avio
r an
d th
atyo
u co
nsis
tent
ly e
nfor
ceth
ese
limits
.
11.
Avo
id a
rgum
ents
and
con
fron
tatio
ns. R
emem
ber
that
the
hype
rkin
etic
chi
ldis
hig
hly
emot
iona
l and
may
be
diff
icul
t to
reas
on w
ith in
an e
mot
iona
l sta
te.
12.
Lea
rn to
rec
ogni
ze p
oten
tially
trou
bles
ome
situ
atio
ns a
nd d
istr
act t
he c
hild
from
them
.
13.
Plan
to r
epea
t ass
ignm
ents
and
dir
ectio
ns.
The
hyp
erki
netic
chi
ld m
ay e
ither
forg
et o
r no
t pay
atte
ntio
n w
hen
dire
ctio
ns a
re g
iven
, and
left
with
not
hing
todo
he
is li
kely
to c
reat
e a
dist
urba
nce.
It a
lso
give
s hi
m th
e em
otio
nal r
e-as
sura
nce
of k
now
ing
wha
t to
do n
ext.
14.
Whe
n a
hype
rkin
etic
chi
ld is
in a
n ex
cite
d or
em
otio
nal s
tate
, it o
ften
hel
psto
phy
sica
lly h
old
him
.T
his
oute
r co
ntro
l add
s st
ruct
ure
to h
is a
ctio
ns a
ndgi
ves
his
inne
r co
ntro
ls a
cha
nce
to ta
ke h
old.
124
NM
Ira
==
1". 1
!'r."
-1!°
!11
""-k
i4A
1L
o,u0
.4
15.
Be
awar
e of
the
way
in w
hich
you
rea
ct to
the
child
.A
re y
ou e
asily
ann
oyed
by h
is b
ehav
ior?
Do
you
cons
ider
him
a "
pest
? "
You
r po
sitiv
e or
neg
ativ
eat
titud
es w
ill d
eter
min
e th
e ch
ild's
sel
f-co
ncep
t and
sel
f-ac
cept
ance
.L
ook
for
the
likab
le f
acet
s of
his
per
sona
lity
and
at h
is ta
lent
s an
d ab
ilitie
s.A
ccep
t him
for
who
he
is a
nd w
hat h
e ca
n do
.
125
400f
trrr
ariM
MIK
Wvs
rprw
orw
rItta
To.
ew
v....
..app
wrr
w...
ymar
ngrf
ryrii
2"..
apar
avue 4
...ap
pend
ix A
Lair
iru
ral
!low
"w
iesi
imam
sN
M M
IMI
PRIM
AR
Y D
EV
EL
OPM
EN
TA
L C
HE
CK
LIS
T
Gen
eral
Hea
lth a
nd A
ppea
ranc
e
1.T
he c
hild
is s
mal
l for
his
age
.T
he c
hild
is :a
ll fo
r hi
s ag
e.2.
The
chi
ld is
und
erw
eigh
tT
he c
hild
is o
verw
eigh
t.3.
He
has
freq
uent
col
ds a
nd s
ore
thro
at.
4.H
e fa
tigue
s ea
sily
.S.
He
is f
requ
ently
abs
ent f
rom
sch
ool
6.H
e ex
peri
ence
s re
curr
ent i
llnes
s.(S
peci
fy:
7.H
e ha
s sk
in a
bnor
mal
ities
.(S
peci
fy:
8.H
e is
hyp
erac
tive
He
is h
ypoa
ctiv
e.
4.41
07.0
N01
.4.
126
Mid
7!!'7
177
71
Aud
itory
Ski
lls
1.14
.11
atid
iria
al
9.W
hen
liste
ning
, he
turn
s hi
s he
ad o
r cu
ps o
neea
r to
war
d th
e sp
eake
r.10
.H
e ha
s "r
unny
" ea
rs.
11.
He
does
not
res
pond
to h
is n
ame
whe
n ca
lled
from
beh
ind.
12.
His
voi
ce is
exc
essi
vely
loud
.H
is v
oice
is e
xces
sive
ly s
oft.
He
spea
ks in
a m
onot
one.
13.
He
cons
iste
ntly
ask
s to
hav
e w
ords
or
dire
ctio
ns r
epea
ted.
14.
He
has
diff
icul
ty r
epea
ting
a cl
appe
d se
quen
ce.
15.
He
cann
ot r
etel
l a s
hort
sto
ry a
fter
hea
ring
it.
IL.
He
cann
ot f
ollo
w o
ral d
irec
tions
17.
He
cann
ot f
ollo
w a
gro
up d
iscu
ssio
n.18
.H
is s
peec
h is
not
cle
ar.
19.
He
is e
asily
dis
trac
ted
by n
oise
s.20
.H
e fr
eque
ntly
"gr
opes
for
wor
ds."
Vis
ual S
kills
21.
The
app
eara
nce
of h
is e
yes
is u
nhea
lthy
or u
nusu
al:
a.cr
osse
d or
wal
l-ey
edb.
redn
ess
..**
127
1.11
AV
ITO
P,.".+
Ven
..
imvA
ve,o
.w.tr
Aom
ffac
t:iM
, SU
ZIV
Art
rtIR
TA
re...
01M
,of
r01
5ekv
`4",
",'"
-41t
141
MI
WO
NW
ildW
ad M
N M
ISN
MI
NM
1111
1Mre
c.w
ater
yd.
encr
uste
de.
stie
s1.
squi
ntin
g22
. He
cons
iste
ntly
eng
ages
in o
ne o
r m
ore
of th
e fo
llow
ing
beha
vior
s:a.
wor
ks c
lose
to p
aper
, des
k, o
r bo
okb.
rota
tes
pape
r or
boo
kc.
fing
er p
oint
ing
a.di
ffic
ulty
kee
ping
pla
cee.
head
tilte
d w
hen
wor
king
f.m
oves
hea
d w
hile
rea
ding
23. W
hen
read
ing
oral
ly, h
e fr
eque
ntly
ski
ps o
ver
wor
dsor
line
s, a
ndre
peat
s w
ords
and
phr
ases
.24
.H
e ca
nnot
atte
nd to
vis
ual t
asks
for
mor
e th
an 1
5-20
min
utes
with
out
show
ing
undu
e fa
tigue
.25
. He
cann
ot r
emem
ber
peop
le, p
ictu
res,
lette
rs,
or w
ords
fro
m o
nesi
tuat
ion
to th
e ne
xt, o
r ou
t of
cont
ext.
26. H
e fr
eque
ntly
rev
erse
s th
ese
quen
ce o
f le
tters
in w
ords
.27
.H
e fr
eque
ntly
for
ms
lette
rs in
corr
ectly
.28
. He
appe
ars
unab
le to
inte
rpre
t wha
t he
sees
(pic
ture
s, w
ords
,se
nten
ces)
.12
8
146,
404
wei
ght
MIN
Nim
ers.
.
Spee
ch a
nd L
angu
age
29.
He
uses
inm
atur
e sp
eech
pat
tern
s (b
aby
talk
).30
.H
e ha
s an
obv
ious
spe
ech
impe
dim
ent:
a.H
e di
stor
ts s
ound
s an
d w
ords
.b.
He
omits
sou
nds.
c.H
e su
bstit
utes
one
sou
nd f
or a
noth
er.
d.H
e st
utte
rs a
nd s
tam
mer
s.e.
Oth
ers:
31.
He
com
mun
icat
es w
ith g
estu
res
and
non-
verb
al s
ound
s.32
.H
e co
nsis
tent
ly f
ails
to f
ollo
w d
irec
tions
.33
.H
e ca
nnot
nam
e fa
mili
ar o
bjec
ts.
34.
He
talk
s in
dis
conn
ecte
d ph
rase
s.35
.H
e ca
nnot
rel
ate
an o
rgan
ized
seq
uenc
e (s
tory
or
expe
rien
ce)
inag
e-ap
prop
riat
e gr
amm
ar a
nd s
ynta
x.
VV
YA
4,01
,e01
.,
129
Ret
lre2
Art
Vtr
09:1
117Z
.Tot
,,,,,,
40no
vrea
NM
POR
I!1
-1!"
1-"m
!wri
"ni
I1
ftw
ra'L
l44
1E14
aile
dM
I
Soci
al-E
mot
iona
l
36.
He
cann
ot p
lay
wel
l with
oth
ers.
37.
He
does
not
acc
ept c
ritic
ism
and
gui
danc
e fr
om o
ther
s.38
.H
e is
des
truc
tive
of p
rope
rty.
39. H
e is
with
draw
n, c
onsi
sten
tly w
orki
ng a
nd p
layi
ng b
y hi
mse
lf.
40.
He
is d
isru
ptiv
e, m
ovin
g ab
out e
xces
sive
ly a
nd b
othe
ring
oth
er c
hild
ren.
41.
He
is im
puls
ive
and
unpr
edic
tabl
e.42
. He
is e
asily
dis
trac
ted.
43.
He
has
inte
nse
emot
iona
l dis
play
s of
ang
er, e
xcite
men
t, et
c.44
.H
e is
oft
en ir
rita
ble
and
unha
ppy
45. H
e is
hes
itant
, uns
ure,
and
eve
n re
sist
ant i
n ne
w s
ituat
ions
.46
.H
e ca
nnot
wor
k in
depe
nden
tly; h
e ne
eds
cons
tant
dir
ectio
n an
d su
ppor
t.47
.he
is o
verl
y se
lf-c
onsc
ious
and
eas
ily e
mba
rras
sed.
48.
He
tend
s to
res
pond
neg
ativ
ely
to th
e ap
proa
ches
of
othe
rs.
49.
His
beh
avio
r pr
ovok
es u
nkin
d at
titud
es a
nd e
xpre
ssio
ns f
rom
oth
ers.
50.
He
is e
asily
fru
stra
ted
and
give
s up
eas
ily.
Mot
or S
kills
51.
He
is c
lum
sy a
nd s
tum
bles
into
thin
gs.
52. H
e se
ems
to a
lway
s be
dro
ppin
g th
ings
.13
0
Mot
or S
kills
(co
nt. )
53.
He
cann
ot c
olor
sm
ooth
ly w
ithin
bou
ndar
ies.
54.
He
cann
ot c
ut o
n a
line.
55.
He
cann
ot ti
e sh
oes,
but
ton
butto
ns, e
tc.
56.
He
cann
ot th
row
and
cat
ch a
bal
l.57
.H
e ca
nnot
sta
nd s
till w
hen
his
eyes
are
clo
sed.
58. H
e do
es n
ot s
win
g hi
s ar
ms
whe
n w
alki
ng o
r ru
nnin
g.59
.H
e ca
nnot
wal
k nn
a c
halk
line
or
bala
nce
beam
.60
.H
e ca
nnot
:a.
hop
(on
each
foo
t equ
ally
wel
l)b.
skip
c.ju
mp
(bot
h fe
et to
geth
er)
c.ru
n (s
moo
thly
)
131
ltgtli
ticPs
timrm
r-rn
tt=f.
zv.x
ttc:K
/=rE
sqsr
-gom
rm*p
tpm
mgv
-4<
:
.111
WN
WW
WI
Pei
011.
04W
u.40
04ki
mm
iu
smil
now
...ap
pend
ix B
GU
IDE
LIN
ES
FOR
TH
E O
BSE
RV
AT
ION
AN
D I
NFO
RM
AL
EV
AL
UA
TIO
N O
FC
HIL
DR
EN
1.O
bser
vatio
n an
d in
form
al e
valu
atio
n of
a c
hild
's b
ehav
ior
shou
ld b
e co
nduc
ted
as m
uch
as p
ossi
ble
in a
n un
obtr
usiv
e w
ay a
s pa
rt o
f th
e re
gula
r da
ily a
etiv
ity.
Don
't lim
it yo
ur e
valu
atio
n to
a c
ontr
ived
test
set
ting.
A "
spec
ial"
test
ing
situ
atio
n of
ten
elic
its "
spec
ial"
beh
avio
r w
hich
is n
ot r
epre
sent
ativ
e of
ever
y-da
y be
havi
or.
2.W
hen
obse
rvin
g th
e ch
ild, h
ave
spec
ific
beh
avio
ral g
oals
in m
ind.
Don
't ju
stw
atch
the
child
for
"w
hate
ver
happ
ens.
" Fo
cus
on o
ne u
nit o
f be
havi
or a
t atim
e.
3.B
e ce
rtai
n th
at y
our
inst
rum
ents
are
actu
ally
req
uiri
ng th
e ch
ild to
per
form
the
task
you
wis
h to
obs
erve
--no
mor
e or
no
less
.
132
C.4
.61.
+10
4.1:
11M
taag
alar
ibili
ktiA
l.
MI
WM
,,."
1"ra
l..,
Mr1
1,!!
!!!!
"1.
!"`"
'"1
1.4'
!". I
!'"da
si"6
'0'1
via"
1'x
*osi
tiA
gass
dIM
MO
4.L
ook
at th
e en
viro
nmen
tal c
ondi
tions
infl
uenc
ing
the
child
's b
ehav
ior.
5.D
iagn
ostic
act
iviti
es s
houl
din
tere
stin
g so
that
atti
tudi
nal o
r m
otiv
atio
nal
diff
icul
ties
do n
ot c
loud
his
rea
l per
form
ance
. Det
erm
ine
the
child
'sin
tere
sts
befo
reha
nd.
6.R
epor
t obj
ectiv
ely-
-don
't "p
sych
olog
ize.
"
7.U
se d
iffe
rent
item
s on
dif
fere
nt o
ccas
ions
so
the
child
doe
sn't
beco
me
too
fam
iliar
with
the
item
s.
8.T
est t
he c
hild
at d
iffe
rent
tim
es o
f da
y an
d on
mor
e th
an o
ne o
ccas
ion
inor
der
to g
et a
rel
iabl
e ev
alua
tion
of h
is p
erfo
rman
ce.
9.D
esig
n an
d us
e on
ly th
ose
inst
rum
ents
whi
ch a
re d
irec
tly u
sefu
l to
you
info
rmul
atin
g a
teac
hing
pro
gram
for
the
child
.T
his
shou
ld b
e th
e go
al o
fob
serv
atio
n an
d ev
alua
tion-
-not
the
deri
vatio
n of
an
IQ s
core
or
othe
rra
ting.
10.
Re-
eval
uate
per
iodi
cally
, and
mak
e pr
ogra
m c
hang
es o
n th
e ba
sis
of th
ech
ild's
pro
gres
s. W
atch
for
"pl
atea
us"
whi
ch in
dica
te a
nee
d fo
r ch
ange
inth
e in
stru
ctio
nal p
rogr
am.
133
"'"...
..6.0
400,
44...
CaR
aeitt
km4A
erat
c`
