Prior to teaching this skill, student must be able to orient and attend to another individual.

The student will be able to imitate a one step motor action (with or without an object).

The student will be able to imitate a one step motor action (with or without an object) for a minimum of 5 actions across 2 different peers and 3 different environments within Silas.

Whole Group or Small Group

1. Whole Group or Small Group
1. Silas Says
• Teacher will engage students by asking them to play a game
• Teacher will explain that students must watch closely so that they can copy the actions
• Teacher will only say “Silas says do this”
• If necessary, teacher will eliminate simon says and only say “do this”
• Teacher will lead the class in the game
• Teacher will only demonstrate one-step actions each time they say “do this” (e.g. clapping, jumping, turning around)
2. Teacher will explain that students are going to play this game in pairs and play the same game with one action at a time
1. Students will break into pairs to play “Silas Says”
2. Australia
3. Student A will first lead by instructing student B to “do this”
4. Pairs will swap
5. Each pair will record themselves on the first run through
6. If appropriate, pairs will watch their videos and assess if they followed directions correctly and completely
3. To close the lesson, teacher will check in with each pair to play a quick round of Silas Says.

CASEL Competency Focus: Self Management
Time: 20-30 minutes
Materials: writing utensils, scissors, colored pencils, markers, Tree of Life printout, or large poster board, token page, paper cups, masking tape

Objectives:

1. Identify the meaning of gratitude
2. Identify the people, places, and things for which they are grateful.
3. Express gratitude for the people, places, and things for which they are grateful.
4. Identify how expressing gratitude is good for all of us and others.

• Gratitude: focusing on what’s good in our lives and being thankful for what we have.
• Optimism: hopefulness and confidence about the future.

Introduction: Write this quote on the board:

"I was complaining that I had no shoes, till I met a man who had no feet." – Confucius* (*He was China’s most famous teacher, whose ideas have profoundly influenced the civilization of China and other countries. Source: Britannica .com)

Ask students to think about that quote. Ask, “What does it mean?”

Tape student’s thumbs to their palms so they can’t use them. Ask them to open a book, pick up a pencil, and pick up a paper cup.

Ask, “What would life be without our thumbs? Can you be grateful for thumbs?

Have you ever seen less fortunate people and felt grateful for what you have? Sometimes we get so busy in our lives that we forget to be grateful.

Gratitude is a positive emotion! It's about focusing on what's good in our lives and being thankful for the things we have. Gratitude is taking time to notice and appreciate the things that we often take for granted, like a home, food and water, friends, family, thumbs, even technology.

Application:

Have students fold a piece of paper so that they have 3 columns. Instruct the students to write People at the top of the first column. At the top of the second column write Things and at the top of the third column write World. Tell the students to take a few minutes to make a gratitude list under each category.

After you complete this activity, reflect on what your life would be like without those people, things, and the world around us.

When we express gratitude it makes others feel good. How do you feel when someone says thank you for something you did or said? Gratitude says that You Are Special to Me!

When we express gratitude it is good for us too! Science tells us that grateful people experience fewer aches, pains, and illnesses than other people, and live healthier lives. People who write down things that they are grateful for in a gratitude journal just before bedtime reportedly sleep better! Gratitude increases our optimism!

Keep an Attitude of Gratitude!

Gratitude can be expressed in so many ways to people, places and things.

• Elementary Example: Have the students decorate, cut out, and hand out tokens of gratitude. They can write messages like Thank You in the circles. They can hand them out to family, friends, and school personnel for a specific reason to someone who is important in their lives. Tell the receiver of the token why they are grateful to that person. Keep a list of who received a token.
• Secondary Example:
  • Share the painting of The Tree of Life, by Gustav Klimt, with the class. (www.gustav-klimt.com)
  • Explain that The Tree Of Life is an important symbol in nearly every culture. The roots of the tree grow deep down into the earth while the branches reach for the heavens and connect them together. The swirly branches make people want to keep looking at the painting to explore and find more.
  • Using the art materials, you can draw your own tree or you can use the print out provided. Look at the swirly branches. Write the people or things that you’re grateful for along those branches.




Express Gratitude Every Day!

1. Say please and thank you.
2. Help someone less fortunate.
3. Send out thank you cards.
4. Look for beautiful moments in your day.
5. Share your gratitude at the dinner table.
6. Compliment others.
7. Keep a gratitude journal.
8. Write a letter.
9. Create a gratitude jar.
10. Donate to a charity.

CASEL Competency Focus: Self Management
Time: 20-30 minutes
Materials: Writing Utensils, Worksheet

Objectives:

1. Identify traits of a healthy friendship.
2. Identify 3 characteristics of an unhealthy or toxic friendship.
3. Use decision making strategies to come up with a resolution.
4. Communicate feelings with peers through a conversation or letter.

• Toxic Relationships: A toxic relationship is one that makes you feel unsupported, misunderstood, demeaned, or attacked. It’s a relationship that makes you feel worse rather than better.
• Loyal: Having or showing true and constant support for someone or something.
• Manipulation: Strategies and behaviors a person uses to gain power or influence over another. These tactics often include attempts to damage another person's emotional and mental well-being.
• Frenemy: A person who pretends to be a friend but who is also in some way an enemy or rival.

Introduction: Begin by brainstorming the qualities of a healthy friendship and write answers on the board. Hand out the checklist, “What Makes a Good Friend?” and complete the list on the board. Ask the students to think of their very best friend and check off the items on the worksheet below.

Think! Do you have a friendship with a person who does not have the qualities on the checklist? Is there a friend in your life who teases and manipulates you or makes you feel bad about yourself? If you don’t count yourself lucky, but pay attention, you may need this knowledge later. Hand out the checklist, “What Makes a Frenemy? Ask the students to think of anyone that fits into the list and check off corresponding items.

What Now? You have choices. You can stay friends and feel anxious, question your worth, and allow yourself to get into trouble with him/her, or you can be honest and tell them how you feel. This is where your responsible decision skills are needed!

Identify Your Goal This means identifying the reason for needing to make a decision and what problems need to be solved (e.g., My friend likes to do dangerous things and I don’t want to get in trouble. My friend makes fun of my height and it really makes me angry. My friend talks badly behind my back and it hurts my feelings.)

Gather Information When making good decisions it is best to gather necessary information that is directly related to the problem. Doing this will help you understand what needs to be done in solving the problem. It will also help to generate ideas for a possible solution (e.g., Talk to a trusted friend or relative about how you feel. List the things that you like or dislike about him/her. Write down how you feel when you’re around him/her.).

Consider the Consequences This step can be just as important as step one because it will help you determine how your final decision will affect you and others involved. In this step, you will be asking yourself what is likely to be the results of your decision. How will it affect you now? And how will it affect your future? Review the pros and cons of the different options that you listed in the last step (e.g., He/She may react by yelling, crying, walking away. He/She may be mad at you and talk badly about you. He/She may be sorry for his/her actions/behavior and apologize.).

Make Your Decision Now that you have identified your goal, gathered all necessary information, and weighed the consequences, it is time to make a choice and actually put in place your final decision. Understanding that this step can cause some people a lot of anxiety is important because this is where you have to trust your instincts. You can write notes for yourself so you don’t forget anything and have a conversation in person, or you can write them a letter.

Evaluate Your Decision Once you have made your final decision and put it into action, it is necessary to evaluate the decision and the steps you have taken to see that it works. This will take time to see what happens. This final step is probably just as important as step one, if not more important, because it will help you to further develop your decision making skills for future problems. Ask yourself if you feel better or worse. Has he/she changed? How has this decision affected my life?

Suggested Read: Just Kidding, by Trudy Ludwig

Role Play: Here are some examples of situations that you might need to address with a peer. Pair up and write a script for the situation that you choose and take turns acting it out.

• Your peer makes fun of you in front of other people
• Your peer took something that belongs to you
• Your peer was mean to your other friend
• You peer borrows from you but returns everything broken

Application: Write a letter to an imaginary frenemy who steals people’s things when you are together. Share your letter with the class. Try it out!: Write a wanted ad looking for a good friend. Add your interests and must haves.

CASEL Competency Focus: Self Management
Time: 20-30 minutes
Materials: For The Birds-Think Before You Act, Writing Utensils, Worksheet

Objectives:

1. Identify situations that can cause an impulsive response.
2. Identify coping mechanisms that can be used rather than responding impulsively to words or actions.
3. Identify the outcomes after responding impulsively.

• Impulse: A strong desire to do or say something.
• Impulsivity: Acting or tending to act suddenly and without careful thought.

Introduction: Begin by watching the video For The Birds-Think Before You Act. Hand out the worksheet that has the following questions:

1. What happened to the birds?
2. What caused the birds to fly off of the wire?
3. What did the birds forget to think about before they knocked the larger bird off of the wire?
4. What could they have done differently so that they didn’t go flying?

Have the students write answers to the questions and then share their answers as a group.

Write the words ‘impulse” and ‘impulsivity’ on the board and ask the students what it means, allowing time for discussion. Write the definitions on the board. Ask what type of behaviors might be related to impulsivity? Have you seen anyone react impulsively? Have you reacted impulsively? What about slamming doors? Do you stomp and holler when you’re told to do chores? That is all impulsive behavior.

CASEL Competency Focus: Self Management
Time: 20-30 minutes
Materials: Chart Paper/Board, Post-It Notes or Paper
Goal: Given a difficult task or activity, the student will demonstrate perseverance (not giving up, continuing to work on the task until completion, etc.) by completing the task/activity in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:

1. State that the task or activity is hard or challenging.
2. Make more than 1 attempt to complete the task.

• Perseverance: is defined as the ability to get through difficult tasks without giving up. It means to keep working on your plan to achieve a goal, even if you make mistakes or though it may be taking longer than you had wanted it to.

Greet students and tell them that today you will be talking about perseverance. Define the word and let the students think about examples of perseverance. Make a list on the board or chart paper. Make sure to include student age-specific examples. These may include:

• Perseverance helps you to find the burst of energy to finish an activity (like a test, a race, or a game) with your best efforts, even though you are feeling tired.
• Setting a goal and sticking with it until you achieve the goal. Examples: Saving up enough money to buy a special toy or item, trying to jump rope 100 times in a row, reading a book that is longer than any others you have read, perfecting your chocolate chip cookie recipe, running a mile without stopping, etc.
• Practicing a musical instrument, improving your skills each time.
• Trying something new, even if the last new thing you tried was challenging.

Tell students that today they will have the chance to persevere through a challenge. They may choose to do it independently, with a partner, or with a small group. Sometimes, people work best in different situations. It is important for us to recognize how we prefer to work and learn so that we can have the most success.

Game Time (Adaptable for all grade levels)

For the activity today, you are going to tell the students that they will be building a tower. Create the specifications using items you already have in your classroom. Towers can be made of legos, blocks, straws and playdough, anything you have that students can use to build. Tell the class that they will be working in partnerships, groups, or individually (their choice), to build a tower within your given parameters. Determine a reasonable yet challenging goal that includes tower height and the materials that you will use. Set a timer, and let the students figure out how they will tackle this challenge.

When the timer goes off, gather the students back to reflect on the activity. Were you/ your group/ partnership successful in building the tower to the appropriate specifications? If so, what helped you persevere through the challenge? If not, what is something you may consider doing differently in the future?

This should give students just a taste of what it might feel like to persevere through a challenge or opportunity, make adjustments along the way, and either reach their goal or reflect on how they can persevere to get the job done. If time allows, you may want to give groups that did not complete the challenge the opportunity to spend some time adjusting their strategy and finishing the tower. This will reinforce the idea that sometimes we are not successful in reaching a goal the first time we try. It might take several times to work at it before having success. This is called perseverance.

Follow Up:

There are many books that support the theme of perseverance. Some recommended titles include:

• If I Had My Black Belt – Millicent J. Mackeroy
• Hana Hashimoto – Sixth Violin – Chieri Uegaki
• Anything is Possible – Giulia Belloni
• After the Fall: How Humpty Dumpty Got Back Up Again – Dan Santat
• More-Igami – Dori Kleber

CASEL Competency Focus: Responsible Decision Making
Time: 20-30 minutes
Materials: Chart Paper/Board, Post-It Notes or Paper
Goal: In a social situation, the student will use a respectful response when disagreeing with a peer or adult without escalating the situation in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:

1. Use good listening skills to hear/listen to the other person's ideas/perspective in a disagreement.
2. Ask a clarifying question to help you understand the other person's view or idea.
3. Use a learned/rehearsed respectful response to express your own personal opinion (such as "I see what you are saying, but"; "That is a good point"; "I am sorry but I disagree with you on this").

• Disagreement: Disagreeing means to have a different feeling or opinion about a topic, like food, from other people. You may think that pizza is the greatest food ever, while your friend does not like to eat pizza at all.

Gather students to introduce the topic: Handling Disagreements. Ask, “Can you think of a time that you have had a disagreement with another student, friend, or family member? What was the disagreement about?”

Start to make a list of the general instances when disagreements happen. These may include:

• During recess- trying to decide on a game to play
• During a sport or game- agreeing on a rule or correct way to play
• With a sibling- (students can list disagreements that they’ve had with siblings)
• With a parent or guardian- (students can list family disagreements)
• With a teacher or staff member- following directions, acting respectfully, doing what is expected, (students can brainstorm other disagreements that may happen with adults at school)

Remind students that just because disagreements occur does not mean that the problems can’t be solved. Discuss strategies that can be implemented to assist students in handling disagreements.

Strategies may include:

• -Taking a deep breath and giving yourself some space before talking with the other person
• -Asking an adult to help solve the disagreement
• -Deciding to take turns, trying it your friend’s way and then your way
• -Brainstorm ways in which the disagreements listed above can be handled

Activity

For the activity today, students are going to work independently, with a partner, or with a small group to select one of the disagreements brainstormed on the list or come up with their own ideas. They are going to write a short script or play to act out in front of the class. If students are too shy to act it out, they can write the script and ask another group to perform it.

Students will write their script, which includes a disagreement. Next, they will practice the script or performance for a few minutes so they are comfortable performing it. Finally, each group will have the opportunity to present their play or script to the class. After each group performs, ask students what they noticed about the disagreement and how it was handled. Encourage students to think of new ways that the disagreement could have been resolved.

Follow Up:

Now that the students have worked together to write their script and perform it live, they can try it out on the SiLAS app or website. Give time during this session or another session to choose avatars and create a video related to handling disagreements. Students can share their video with the class as well as send it home to families.

There are many books that support the theme of handling disagreements. Some recommended titles include:

• Enemy Pie
• The Story of Ferdinand
• The Hueys In It Wasn’t Me
• The Fort
• When Miles Got Mad

CASEL Competency Focus: Self-Awareness
Time: 20-30 minutes
Materials: Chart Paper/Board, Post-It Notes or Paper
Goal: During a teacher selected activity(structured and unstructured), the student will identify one of their own strengths in 8 out of 10 observable opportunities as measured by a teacher assessment tool.
Objectives:

1. Create a list of activities or situations that the student displays a strength in (such as math class, being helpful at lunchtime, sharing toys at recess, etc).
2. Recognize why the activity may be a strength for them (such as they smile when doing it, they like to do that activity all the time, etc.).

• Character Strength: A character strength is something that a person is good at. A strength is usually an activity or task that a person likes to do.

Introduction: Introduce the topic of Student Strengths by showing a video or reading a book. Try “What’s My Superpower.”

Gather students together to watch the video or listen to the book if time permits. Explain that it is important that we are able to recognize our own strengths. Strengths are things that we do well. Sometimes, other people have an easier time noticing our strengths than we do! We are going to practice noticing a strength in a classmate, and then noticing a strength about ourselves. Look at the SiLAS Character Strength Cards. Talk about each strength and the provided example.

Next, have each student pick a popsicle stick or name of a classmate. Each student should have the name of someone else. They should think about that classmate, and the strengths that the student shows relating to the SiLAS Character Strength Cards. Display the Character Strength cards on charts around the room or at the front of the room. Put one Character Strength on each chart, with space around for post-its to be displayed. On a post-it note, each student will write a strength about the student whose name they chose. Examples include: “Jason is hard-working because when he is my reading partner, he always gets to work right away, without the teacher reminding him.” “Sarah is determined because when she was learning how to jump rope on the playground, she kept trying until she got it.” “Matthew is cooperative because he helps his art table clean up when the teacher says it is time.”

Students will then think about their own strengths and write a post-it note related to a Character Strength card. Examples: “I am brave when I tried to do a cartwheel after I got hurt the last time.” “I am curious when I read a new type of genre at school. Usually I read fiction but sometimes I like to try nonfiction books about animals and people.” “I am honest when my mom and dad asked me why there was a homework sheet in my backpack when I said I didn’t have any homework. I apologized and told them that I do have homework, and I started doing it.”

When students complete their two post-it notes, they will stick them on the poster that displays that Character Strength. Then they will do a gallery walk to see the strengths that their classmates wrote. They should see the strength that a classmate wrote about them, as well as their own strengths. Have a reflective discussion about how recognizing our strengths is important and can make us have confidence and feel good about ourselves.

CASEL Competency Focus: Self Awareness
Time: 30-40 minutes
Materials: Chart, Paper, Journal or NoteBook, Poster Paper, Worksheet: Time of the day, Balloons.
Objectives:

1. Develop student awareness of how their thinking impacts their daily functioning.
2. Recognize how negative thoughts can impede their success at school.
3. Develop skills to challenge negative thoughts as they progress through the school day.

• Thoughts: What you produce while thinking.
• Showing Respect: Showing care, concern and kindness for others; often listening and following directions.
• Negative Automatic Thoughts (NAT): Negative thoughts that “pop” into your mind as you face problems.
• Schemas: Patterns or clusters of thoughts.
• Challenge: Arguing against an idea that is not realistic. For example, challenging a negative thought.

Introduction: There are many thoughts that go through our minds as we progress through our day. Throughout the day, we are always thinking about what is happening in our surroundings. When we wake up in the morning the first thought that often comes to mind is “I am so so tired, I do not want to get out of bed!”. Many of these thoughts “pop” into our minds as we go through our school day. Often when working through a school day these “pop up” thoughts are negative. A student can have a quiz and even though they know the material, a negative thought might “pop” into mind that says “I am going to fail” or “Mrs. Johnson will not like me if I do not do well”. Or you could walk into the lunchroom and think “ I will have no one to talk to” even though you have friends. These thoughts are called Negative Automatic Thoughts” (NAT). They are negative thoughts that come up during the day as we deal with problems that are both big and small. Often these negative thoughts develop into patterns of negative thoughts called “schemas”. The good news is that we can challenge these negative thoughts. We make a choice to listen to these negative thoughts or we can challenge them. For example, when you think “I am going to fail” you can think “I am ok, I studied and I can talk to the teacher if I do not do well” or if there is no one to talk to at lunch you can think “I can always read a book if my friend is not in today”. With practice, you can overcome difficult thoughts and have more success.

CASEL Competency Focus: Relationship Skills
Time: 20-30 minutes
Materials: Board/Chart Paper, Writing Utensils, Where Am I? Handout (Included), Comic Strip Handout (Included)
Objectives:

1. In Their Own Words, State the Definition of Respect.
2. Identify Respectful Behaviors.
3. Apply Personal Experience or Acquired Knowledge to Exhibit Expected Behaviors Based On the Specific Location.

• Having Respect: Having a good feeling about someone because of how they treat others.
• Showing Respect: Showing care, concern and kindness for others; often listening and following directions.
• Consideration: Careful and thoughtful actions toward a person or property.
• Location: Place or position.
• Consequence: What happens immediately after a behavior; consequences can be both positive and negative.

Introduction: There are many aspects to respect. It is important to show respect not only for people, but for locations and property as well. In this lesson, students will be introduced to the concept of showing respectful behaviors based on the location of the individual. In life, as in school, there are rules...LOTS of rules. Often rules are posted/written or spoken. We often review rules and procedures at school. Most of us have been taught societal “rules” that must be followed to keep us out of trouble, especially with law enforcement. From the time we are little, we are also exposed to a different set of rules, “unwritten rules.” We learn these unspoken rules by being coached and observing real life scenarios and experience in a variety of locations/settings. Following the theme of unspoken rules, we must also introduce the concept of expected behavior and unexpected behavior. There are consequences for every action. These consequences can be negative or positive.

CASEL Competency Focus: Self-Awareness
Time: 20-30 minutes
Materials: Chart Paper/Board, Colored Pencils/Crayons/Markers, Body Outline (Handout Included), Example Coping Cards (Provided), I Can Cope (Handout Included) Optional: Bulletin Board Paper/Butcher Paper, Old Magazines, Glue, Writing Utensils
Objectives:

1. Recognize the internal and external signs of anxiety in oneself.
2. Identify activities or situations that make oneself feel anxious.
3. Select coping skill(s) to address anxiety.

• Anxiety: Extreme constant fear about everyday situations.
• Anxious: Experience of being very worried/fearful of the outcome of a situation.
• Worry: Anxiety and unease about a situation or problem.
• Trigger: A thought or experience that causes someone to become anxious.

Introduction: It is normal to feel anxious and worried from time to time. Some common situations that can induce anxiety include; starting or transfering to a new school, moving, doctor appointments, and speaking in front of others. Begin the conversation by asking students to share what anxiety means to them. Discuss responses. If there is any indication students are unfamiliar with the term “anxiety,” use the definitions above. With younger students you may want to introduce the concept of worrying. Share different situations when you experience anxiety or become anxious. Introduce the concept of a trigger. Sometimes a trigger can be a person, place, or action. For some an upcoming math test can trigger anxiety. Share that in this instance, test anxiety is common among both children and adults. Allow students to think about how they feel on the inside when they are anxious. How do they feel on the outside when they are anxious? Possible internal and external signs of anxiety can include; rapid heart beat, upset stomach or “butterflies” in their stomach, headache, shortness of breath, crying, sweating, shaking hands or legs, trouble concentrating, and feeling weak or tired.

CASEL Competency Focus: Relationship Skills
Time: 20-30 minutes
Materials: Board/Chart Paper, Writing Utensils, Guess Who? Handout (Included), R-E-S-P-E-C-T Handout (Included)
Objectives:

1. In Their Own Words, State the Definition of Respect
2. Identify Respectful Behaviors
3. Recognize Authority Figures

• Having Respect: having a good feeling about someone because of how they treat others.
• Showing Respect: showing care, concern and kindness for others; often listening and following directions.
• Authority Figures: a person, usually an adult, who has the power to make decisions and enforce rules; authority figures are most often people we trust and those who care about us.

Introduction: Showing respect for others is not just about being polite. While politeness and manners are important traits to have, there is more to being respectful. The most effective way to teach a child respect is to model the behavior. Examples of modeling respect in the school setting could include moving to the right side of the hall to allow others to pass, cleaning up after yourself at lunch and having students clean the area around their desks at the end of the day. Other ways to promote respect in the classroom; clearly communicate and enforce expectations you may have for your students. Ask students to provide examples of disrespect. What is an example of a respectful alternative? It’s important to acknowledge acts of respect exhibited by both adults and students alike. Prior to introducing the game, have students share what respect means to them. Record responses on the board or chart paper.

CASEL Competency Focus: Responsible Decision Making
Time: 20-30 minutes
Materials: Problem Solving Handout (Included) or Chart Paper/Board, Writing Utensils, Social Scenario Cards (Included), game links: Wordle For Kids, Problem Solving Games
Objectives:

1. Accept and generate a solution to solve a presented/given social problem.
2. Identify flexible behaviors that may help solve a given/presented social situation.
3. Generate new ideas to solve open-ended questions or assignments.

• Critical Thinking: The process of investigating and asking questions to gain information or solve a problem.
• Flexible Thinking: The ability to see other solutions or process to answer questions and solve problems; understanding there is more than one way to do something.

Introduction: Problem Solving is not just for Math and Science. This skill is vital in establishing and maintaining interpersonal relationships in any social setting. Problem solving involves critical and flexible thinking. Oftentimes, this is a difficult concept for students to pick up without intentional instruction. This lesson offers discussion points and activities to help teach students the problem solving process. The problem solving method contains five steps. Use the handout below or draw the method on the board to review and introduce this process. You will be using this handout/drawing to work through the game below.

Suggested IEP goals for Mand Level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

M1-a: the child will emit at least 5 different mands with verbal prompts (e.g., “What do you want?”) but without physical, echoic, or imitative prompts.

M1-b: The child will emit at least 10 different mands with verbal prompts (e.g., but without echoic, imitative, or intraverbal prompts (for signers)

M1-c: The child will spontaneously emit at least 2 different mands per day for desired items and activities.

M1-d: The child will spontaneously emit an average of 10 or more different mands per day (objects can be present)

M1-e: The child will spontaneously emit an average of 100 or more total mands per day (objects may be present)

M1-f: The child will mand for at least 25 different desired items that are missing without prompts (other than a verbal prompt such as “What do you need?”)

Suggested IEP goals for Mand Level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

M2-a: The child will spontaneously mand in a natural environment setting for at least 25 different items

M2-b: The child will spontaneously mand for other individuals to emit at least 3 different specific actions in a play setting, game, or the natural environment an average of 5 times per day.

M2-c: The child will spontaneously mand at least 50 times per day with at least 3 words in a sentence.

M2-d: The child will spontaneously mand for information at least 25 times per a day with at least 3 different WH questions or question words (e.g., “what”, “where”, “who”, “when”, “can”, “do”).

M2-e: The child will spontaneously mand at least 25 times per day with at least 8 different adjectives or prepositions (at least 2 of each) with an average of 3 words per sentence.

M2-f: The child will spontaneously mand at least 25 times per day with at least 8 different pronouns or adverbs.

Suggested IEP goals for Mand Level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

M3-a: The child will spontaneously mand in the natural environment for information at least 50 times per day with at least 4 different question words (e.g., “what”, “where”, “Who”, “which”, “when”, “why”, “how”, “can”, “do”, “will”, or “is”).

M3-b: The child will spontaneously mand for others to attend to his story, verbal description of events, or other intraverbal behavior at least 10 times per day.

Suggested IEP goals for Tact Level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

T1-a: The child will tact at least 10 items (people, objects, or pictures) reliably on command.

T1-b: The child will spontaneously tact (no verbal prompts) at least 10 different items in a day.

T1-c: The child will tact at least 20 items (people, objects, body parts, or pictures) reliable on command

T1-d: The child will tact at least 50 items

T1-e: The child will tact at least 20 actions

T1-f: The child will tact at least 50 two-component noun-verb (or verb-noun) relations.

T1-g: The child will spontaneously tact items an average of 5 times per hour.

Suggested IEP goals for Tact Level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

T2-a: The child will tact at least 50 two component noun-verb (or verb-noun) combinations.

T2-b: The child will spontaneously tact items an average of 5 times per hour.

T2-c: The child will tact a total of at least 150 nouns and/or verbs (or other parts of speech).

T2-d: The child will tact at least 5 different colors and 5 different shapes.

T2-e: The child will tact 20 different adjectives

T2-f: The child will tact 6 different prepositions.

T2-g: The child will tact at least 50 three- component nonverbal combinations (e.g., adjective-noun-verb, subject-verb-noun, etc.)

Suggested IEP goals for Tact Level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

T3-a: The child will tact 20 different adjectives (excluding colors and shapes) and 10 adverbs in both a formal and a natural setting.

T3-b: The child will tact with complete sentences contaning 4 or more words 20 times per day.

T3-c: The child will tact specific aspects of at least 25 different items when given 4 randomly rotating verbal questions about each item (e.g., “what is this?” “where do you find this?”, “What do you do with this?”)

T3-d: The child will tact 4 different emotions occurring within his body.

T3-e: The child will tact 5 common social situations

T3-f: The child will tact a total of at least 1000 nonverbal stimuli (includes all nouns, verbs, adjectives, etc.).

Suggested IEP goals for Listener responding level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

L1-a: The child will look at, or point to, at least 10 family members, pets or reinforcers when named by an adult.

L1-b: The child will emit at least 4 motor actions on command

L1-c: The child will respond to verbal reprimands such as “no”, “hot”, or “stop” an average of 2 times per day.

L1-d: The child will select, point to, or differentially look at a total of at least 25 objects, pictures, people, or body parts when named by an adult.

L1-e: The child will identify at least 50 items in a messy array of at least 8 that contains at least 3 similar stimuli.

L1-f: The child will perform at least 20 specific actions on command.

L1-g: The child will emit at least 100 two-component noun-verb or verb-noun responses on command.

Suggested IEP goals for Listener responding level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

L2-a: The child will perform at least 20 specific actions on command.

L2-b: The child will LD 25 different actions in the natural environment

L2-c: The child will emit at least 100 two-component noun-verb or verb-noun responses on command

L2-d: The child will go to 10 different natural settings and retrieve or point to at least 5 different items from each setting (50 total tasks)

L2-e: The child will select or point to 10 different colors or shapes from a large array containing similar items.

L2-f: The child will select or point to 20 different adjectives from a large array containing similar items.

L2-g: The child will select or point to 6 different prepositions from a large array containing similar comparisons

L2-h: The child will select or point to at least 50 three-component nonverbal combinations (e.g., adj-noun-verb, subject-verb-noun)

L2-i: The child will select or point to at least 250 items in a book, picture scene, or natural environment.

Suggested IEP goals for Listener responding level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

L3-a: The child will discriminate as a listener among at least 100 four-component nonverbal combinations (e.g. sub-verb-adj; sub-verb-prep-noun)

L3-b: The child will discriminate as a listener among 20 different adjectives (excluding colors and shapes) and 10 adverbs.

L3-c: The child will discriminate as a listener among 5 common social situations and 5 emotional states.

L3-d: The child will discriminate as a listener among a total of 1000 words (includes all nouns, verbs, and adjectives, etc)

Suggested IEP goals for VP-MTS level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

V1-a: The child will place items in a container or form ball, stack blocks, or place rings on peg totaling at least 10 different visual motor activities

V1-b: The child will match at least 10 identical objects or pictures to the corresponding object or picture in an array of at least 3 items.

V1-c: The child will complete at least 10 different inset puzzles

V1-d: The child will match at least 100 identical objects or pictures in a messy array of at least 10

V1-e: The child will match at least 100 non-identical objects or pictures in a messy array of at least 10.

V1-f: The child will sort similar colors and shapes for 10 different colors or shapes.

Suggested IEP goals for VP-MTS level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

V2-a: The child will match at least 200 non identical objects or pictures in an array of at least 10 with at least 3 similar stimuli present

V2-b: The child will match at least 25 different items that are associates with each other.

V2-c: The child will match at least 200 non-identical objects to pictures (or vice-versa) in an array of at least 10, with at least 4 stimuli in an array.

V2-d: The child will complete 50 different block designs, parquetry, shape puzzles, or similar tasks that contain at least 6 different items.

V2-e: The child will continue 25 different patterns or sequences that have at least 3 different components.

V2-f: The child will match 100 identical or non-identical items to the corresponding items in a scene from a picture book, or in the natural environment.

Suggested IEP goals for VP-MTS level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

V3-a: The child will complete 100 different block designs, parquetry, shape puzzles, or similar tasks that contain at least 8 different items.

V3-b: The child will continue 25 different patterns or sequences that have at least 3 different components.

V3-c: The child will match 300 identical or non-identical items to the corresponding items in a scene from a picture book, or in the natural environment

V3-d: The child will sort at least 5 related items from 10 different categories without a sample.

V3-e: The child will complete or continue 25 patterns or sequences with at least 3 parts

Suggested IEP goals for Independent play level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

I1-a: The child will spontaneously engage in cause-effect play, such as dumping things out of containers, pulling items out of cabinets, pushing buttons to make sounds, stacking and knocking over blocks, pushing things, pulling toys, etc., for at least 2 minutes

I1-b: The child will spontaneously demonstrate the use of toys or objects according to their function, such as looking at and turning pages of a book, holding a telephone to their ear, cradling a doll, brushing hair with a brush, etc., at least 10 times per day.

I1-c: The child will spontaneously engage in physical play like riding a tricycle, kicking a ball, pulling a wagon, running, jumping, climbing on a play structure, sliding, swinging, etc., at least 10 times per day.

I1-d: The child will spontaneously ehgage in object play involving a sandbox, bean or rice tray, buckets and shovels, toys, puzzles for at least 5 minutes.

Suggested IEP goals for Independent play level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

I2-a: The chills will spontaneously engage in pretend and imaginary play, (sometimes with accompanying verbal behavior), role-playing, and acting out daily routines, movies, TV shows, or favorite activities at least 10 times in a one week period.

I2-b: The child will engage in arts and crafts type such as coloring, drawing, painting, cutting, pasting, taping, stringing beads, play doh, etc. for at least 5 minutes.

I2-c: The child will repeat a gross motor play behavior to obtain a better effect for 5 activities.

I2-d: The child will assemble toys that have multiple parts for 10 different sets of materials

Suggested IEP goals for Independent play level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

I3-a: Independently engages in arts and crafts type activities for 15 minutes (e.g., drawing, coloring, painting, cutting or pasting)

I3-b: Independently engages in sustained play activities for 15 minutes without adult prompts or reinforcement (e.g., playing with etch a scetch or playing dress up)

I3-c: Independently draws or writes in pre-academic activity books for 10 minutes (e.g., dot to dot, matching games, mazes or tracing letters and numbers)

Suggested IEP goals for Social Behavior and social play level 1: (select only 1 or 2 goals and modify them as appropriate for the individual child)

S1-a: The child will spontaneously follow or imitate the motor behavior of a peer at least 10 times per day.

S1-b: The child will spontaneously mand to a peer at least 10 times per day.

S1-c: The child will spontaneously mand for others to attend to the same stimulus that he is attending to at least 5 times per day.

S1-d: The child will emit appropriate listener behavior when a peer is speaking at least 10 times in a single day.

S1-e: The child will spontaneously echo peers at least 10 times per day.

S1-f: The child will spontaneously respond to the mands of peers 10 times in a single day.

Suggested IEP goals for Social Behavior and social play level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

S2-a: The child will spontaneously mand to peers at least 25 times per day.

S2-b: The child will spontaneously respond to the mands from peers 25 times in a single day.

S2-c: The child will engage in cooperative, constructive, or physical play activities with peers lasting at least 5 minutes.

S2-d: The child will spontaneously mand to peers using questions, directions, instructions, etc. (e.g., “what’s that?”, “where is your lunch?”, “Come on, get your bike”) at least an average of 25 times per day.

S2-e: The child will take turns and share reinforcers with peers without prompts at least 5 times in a day.

Suggested IEP goals for Social Behavior and social play level 2: (select only 1 or 2 goals and modify them as appropriate for the individual child)

S2-a: The child will spontaneously mand to peers at least 25 times per day.

S2-b: The child will spontaneously respond to the mands from peers 25 times in a single day.

S2-c: The child will engage in cooperative, constructive, or physical play activities with peers lasting at least 5 minutes.

S2-d: The child will spontaneously mand to peers using questions, directions, instructions, etc. (e.g., “what’s that?”, “where is your lunch?”, “Come on, get your bike”) at least an average of 25 times per day.

S2-e: The child will take turns and share reinforcers with peers without prompts at least 5 times in a day.

Suggested IEP goals for Social Behavior and Play level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child)

S3-a: The child will engage in cooperative, constructive, or physical play activities with peers lasting at least 15 minutes.

S3-b: The child will spontaneously mand to peers using questions, directions, instructions, etc. (e.g., “what’s that?”, “where is your lunch?”, “Come on, get your bike”) at least an average of 20 times per day.

S3-c: The child will take turns and share reinforcers with peers without prompts at least 10 times per day.

S3-d: The child will spontaneously emit at least 4 verbal exchanges with a peer at least 20 times per day.

S3-e: The child will intraverbally respond to questions from peers at least 20 times per day.

S3-f: The child will verbally identify the activities or emotions of peers at least once per day.

S3-g: The child will participate in 10 age-appropriate games with peers.

As depicted in the activities sections of this manuel, there are times when students are unable to progress on a given skill without “prompting.” Regardless of the type of prompt, a prompt is added to the teaching of a skill to ensure that the desired response occurs.

This section of the curriculum addresses the concerns teachers may have of what to do if a student is not progressing on a given skill specifically in Silas software. One of the most common mistakes educators make derives from using prompts freely and not in a systematic manner. Without a specific plan of implementation and removal of prompts, learners become prompt dependent and are unable to “master” a skill due to the need of a prompt in order for it to be completed. Students then are unable to complete tasks independently. There are other prompt methodologies explored within Applied Behavior Analysis, stimulus shaping and stimulus fading; however, give the nature of the soft, these methods would not be applicable.

Increasing Assistance (Least to Most Prompts)

Decreasing Assistance (Most to Least Prompts)

Delayed Prompts

Graduated Guidance

As a teacher begins to teacher new skills to students, the teacher will need to decide what type of prompts to use and how to use them methodologically. The following is a list of prompts that utilized in prompt methodology that assist the teaching of skills:

Full Physical Prompt: This is a prompt requires an adult to physically contact with the child to assist them with completing a task. An example of a full physical prompt would be if the teacher told the child, “Push the train around the track.” The student does not respond to the demand. The teacher would then sit behind the student, take the students hands and assist them with pushing the train around the track.

Partial Physical Prompt: A partial physical prompt requires an adult to have a small amount of physical contact with the child to assist them when completing a task. An example of a partial physical prompt would be if the teacher told the child, “Push the train around the track.” The student does not respond to the demand, but the teacher knows the student has some learned history of pushing the train around the track. The teacher would then sit behind the student, take the students hands and give them a quick physical prompt to start pushing the train and then pulls away completely.

Modeling: Modeling is when a teacher and/or peer shows a learner how a task should be completed. For example, the teacher wants the student to be able to “push a train around the track.” The teacher has another student who can already complete the task, push the train around the track with the other student watching and/or in close proximity. The student watches and then the demand to “push the train around the track” is placed on the learner. The student then is either able or unable to complete the task based on the model.

Gestural Prompts: A gestural prompt includes “gestures” in the form of adding a motion such as pointing, motioning, nodding, in order to assistant the student with completing a task. An example of a gestural prompt would include, the teacher saying, “push the train around the track” and the student not responding to the direction. The teacher would then point to the train and the student would push the train around the track.

Verbal Prompt: Verbal prompts are types of directives, questions or instructions given to a student to assist them with the demand or task presented. An example of a verbal prompt is if the task is for a child to give another child a toy, the student is unable to do it independently so the teacher tells the child, “Give him the toy.” This is the most commonly used prompt and must be faded otherwise the risk of “prompt dependence” is created.

What is it?

This type of prompt is used with minimal assistance and increases in intensity based on the learners response.

When to use it?

This prompt would be used when the skills needed to complete the task are already in a learners repertoire and the learner has not demonstrated the ability to complete the task independently. This provides the opportunity for the learner to work on the skill independently first and then add support as needed.

Advantages:

Each trial provides an opportunity for the learner to make unprompted responses which would decrease the possibility of prompt dependency.

Disadvantages:

This procedure can produce errors as students may initially incorrectly respond less likely, but can produce prompt dependency for the skills that the student is unable to complete independently Requires more trials than delayed prompts.

Least to Most Prompting Activity - Example Making Eye Contact:

Step 1: The teacher presents the instruction, “Make eye contact with your friend.”

Step 2: If the learner does not respond or makes a mistake, the teacher repeats the instruction, “make eye contact with your friend,” pauses for 5-10 seconds and then points to the screen.

Step 3: If this still does not produce a correct response, the teacher gives the instruction again, pauses, and then manually guides the student to make eye contact using the SiLAS control.

Step 4: This least to most, also called increasing assistance prompt hierarchy would be repeated each time until the prompting is not necessary for the learner to complete the task independently.

What is it?

This type of prompt ensures that learners receive the assistance that they need to perform a new skill when instruction starts. As the learner begins to become more proficient and independent with the task, the prompts are reduced until no longer needed.

When to use it?

This goal of this prompt system is to provide the assistance needed for a student to complete a task and fade away the prompts as the student becomes more proficient. This prompt methodology includes the defined prompts above (physical, gestural, partial physical, verbal and modeling).

Advantages:

This system allows the learner to be successful at completing any task presented.

Disadvantages:

This system has the potential to produce prompt dependency when prompts are not faded as the student progresses through the skill or task completion. Additionally, this system can create a dependence on verbal prompts when the goal of the task is learner independence.

Most to Least Prompting SiLAS Activity - Example Making Eye Contact in SiLAS:

Step 1: The teacher presents the instruction, “Make eye contact with your friend.”

Step 2: If the learner does not respond to a SD immediately, provide a prompt to have the learner complete the task with assistance. This will ensure a correct response.

Step 3: Once the student, with the prompt, produces the correct response, present the SD again and have the student try to achieve the task independently. If the learner is able to do so, provide reinforcement and ensure that the prompt is removed the next time the SD/task is presented. If the student is unable to produce the response independently, repeat Step 3 until the student achieves independence.

Step 4: This most to least prompting, also called “decreasing assistance” prompt hierarchy would be repeated each time until the prompting is not necessary for the learner to complete the task independently.

What is it?

This type of prompt is used to provide a specific length of time between the presentation of the SD/task and the delivery of a prompt. This method attempts to provide a delay in providing a prompt to ensure that the SD becomes a cue for a specific response production by the learner.

When to use it?

This prompt would be used when teaching a new response to the learner and the learner can learn from modeling of the task.

Advantages:

Each trial provides an opportunity for the learner to be presented with the SD and prompted if the response is not independent; however, as the learn becomes more proficient, provide increasing amounts of time between the presentation of the SD and the response.

Disadvantages:

This procedure can encourage students to “wait” for the prompt instead of performing the response independently. The student has the potential to learn that waiting for the prompt is easier than responding; however, this can be eliminated by a sound reinforcement schedule.

Delayed Prompting Activity - Example: “Say your name”

Step 1: The teacher presents the instruction, “say your name.”

Step 2: If the learner does not respond or makes a mistake, the teacher repeats the instruction, “say your name,” and provides the student with the correct response, i.e., my name is John. The teacher repeats the instruction, “say your name” and provides 5 seconds before providing the prompt again. If the student does not respond, repeat the same procedure again. *The amount of delay can be adjusted.

Step 3: Once the student is able to complete the task with a 5 second wait time, increase the amount of seconds until the prompt is no longer needed.

What is it?

This type of prompt uses mostly physical and gestural prompts in order to have a student complete a task. These prompts are then faded based on location and how much guidance is being provided. A teacher may begin with hand over hand/full physical prompting and then slower move to just a gestural or touch to the elbow to provide less prompting to a student.

When to use it?

This prompt would be used when teaching a new response to the learner and the learner can learn from physically completing the task. This is most commonly used in teaching social skills, life skills and hygiene.

Advantages:

Each trial provides an opportunity for the learner to be presented with the SD and if the response is not independent, using a physical or gestural prompt to have the learner complete the task. This procedure can also be done without verbal prompting. The physical or gestural prompts can be faded out over time to lessen the frequency and the intensity of the prompt. It has been found to eliminate delays in learning skills and over prompting.

Disadvantages:

Graduated guidance might be used with other forms of prompting, i.e. verbal prompting which can create prompt dependency.

Graduated Guidance - Example: “Play with the train”

Step 1: The teacher presents the instruction, “play with the train.”

Step 2: If the learner does not respond or makes a mistake, the teacher repeats the instruction, “play with the train,” and provides physical prompts to have the student play with the train. The teacher would hand over hand model how the train goes on the track.

Step 3: The teacher repeats the instruction, “play with the train” and if the student cannot complete the task independently, the teacher attempts to decrease the intensity of the hand over hand of the prompt, to a gestural prompt to the student’s wrist. If the student does not respond, repeat the same procedure again and adjust the level of prompt accordingly.

Fisher, W. W., Piazza, C. C., and Roane, H. S. (2011). Handbook of applied behavior analysis. The Guilford Press.

Prompt Fading. (2013). Encyclopedia of Autism Spectrum Disorders, 2404-2404. doi:10.1007/978-1-4419-1698-3_101101

Soluaga, D., Leaf, J. B., Taubman, M., Mceachin, J., and Leaf, R. (2008, 10). A comparison of flexible prompt fading and constant time delay for five children with autism. Research in Autism Spectrum Disorders, 2(4), 753-765. doi:10.1016/j.rasd.2008.03.005

Understanding the Mand
A mand is one of the six verbal operants defined by Skinner’s in Verbal Behavior. A “mand” is best defined as a request and defined by a motivating operation (MO). This can be a request for an object, attention and/or at a higher level, information, i.e. “cookie.” If a student cannot “mand” appropriately for what they require daily, then typically they will engage in some form of problem behavior. There are two important aspects of the “mand” that need to be in place for it to be successful.

1. In order for a student to “mand”, they most be motivated. If the student does not want the object, they will not “mand” or be motivated to “mand” for it. Therefore, if you are “forcing” a student to “mand” for something they do not want, there is a good chance, they will not engage in the task with a peer.

2. Often, students with Autism mand from either 1 person and/or only adults and do not generalize that to peers. Learners typically work with a teacher when manding as they know that the “adult” provides access to the items that they want. Learners need to be taught to generalize this skill not only to other adults and peers, but to a variety of natural environments.

Overall, Silas is a forum that can provide for manding and generalization opportunities and peer interaction.

Understanding the Tact
A tact is another of the six verbal operants as defined by Skinner. A “tact” is best defined by a “label.” Unlike a mand, a tact is controlled by a non-verbal stimulus. An example of a tact is when a learner points at a desk and says, “desk.” This operant is essential to building a learners vocabulary. If a learner does not know how to label something, it may be difficult for them to later “mand” for it if the motivation exists.

Prior to the probing and data collection of this goal, in order to make appropriate social exchanges, the student will need to have mastered Part 1 and Part 2 including moving Silas’s eyes to show appropriate eye contact with a peer, moving Silas to show close proximity and appropriately greeting a peer. Eye contact, proximity and greeting a peer should be maintenance goals. At this point, students should be familiar with the Silas software and basic navigations. Baseline data on a mand and tact is established when 8 out of 10 trials of the skills are attempted and the data is recorded. Then, the practice/treatment plan and data collection to “master” the skill is established.

The student will mand for an item available in the scenario independently from a peer using a minimum of a 1 word utterance once within a 2 minute session over 8 out of 10 trials.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance with 3-5 peers presented in 2 or more environments 8 out of 10 trials.

The student will be able to make eye contact (eyes moved to focus on peer), stand in appropriate social proximity (next to peer) and greet a peer independently when attempting a social exchange i.e. “a mand.”

The student will be able to independently greet a peer by name with a minimum of a 2 word utterance.

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting.

1. Manding only occurs when the student is motivated by the items available. When beginning this goal, ensure that there are motivating items in the scenario for the student to request from a peer.
2. Ensure that the student can label at least one or more of the items available in the scene.
3. Depending on the level of the student, the prompt level, word utterances and amount of items available can all be modified based on the students individual level.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 3: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 4: One student mands from another student for an item: i.e. “ball”

Step 5: The other students obtains the item and hands it to the peer.

Step 6: The second student mands from another student for an item: i.e. “I want the train.”

Step 7: The first student hands the train to the other student.

Remember, it is important to vary the language/people/environments used with the student because generalization must be taught and worked on both within the Silas software coupled with real-life practice.

The student will be able to tact an item that a peer presents using a minimum of a 1 word utterance within one 5 minute session for 8 out of 10 trials.

The student will be able to tact an item using a minimum of a 1 word utterance from a peer when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments 8 out of 10 trials.

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting. **IMPORTANT NOTE: When beginning this goal, ensure that there are items in the scenario that the student already knows in his/her tacting repertoire for the student to answer a peer.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 3: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 4: One student says to the other student: “What is this?”

Step 5: The other student responds to the student appropriately with a minimum of a one word utterance, “cat” or “that is a cat”.

Step 6: The student responds, “yes, that is a cat or no, that isn’t a dog (depending on the student response).”

Step 7: The second student holds up an item and asks his peer, “What is this?”

Step 8: The other student responds to the student “ball.”

Step 9: The student responds, “yes, that is a ball or no, that isn’t a toy” (depending on the student response).

*Remember, it is important to vary the language/people/environments used with the student because scripts do not mimic real life circumstances to have a child using appropriate eye contact. Generalization must be taught and worked on both within the Silas software coupled with real-life practice.\

Protocols for intensive teaching in Applied Behavior Analysis requires a student to be able to transfer skills practiced in the Silas software to real-life situations. This curriculum and goals should be repeated in real life situations to ensure generalization and transfer.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance once within a 5 minute session and will be able to tact an item that a peer presents using a minimum of a 1 word utterance within one 5 minute session.

Step 1: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 3: One student picks up an object and asks the other student: “What is this?”

Step 5: The other student responds to the student appropriately with a minimum of a one word utterance, “cat” or “that is a cat”.

Step 6: The student responds, “yes, that is a cat or no, that isn’t a dog (depending on the student response).”

Step 7: The second student holds up an item and asks his peer, “What is this?”

Step 8: The other student responds to the student “ball.”

Step 9: The student responds, “yes, that is a ball or no, that isn’t a toy” (depending on the student response).

Step 10: A student says, “train please.” The student gets the train hands the train to the student. Repeat this step for the other student.

This scenario is just an example of incorporating a mand and tact in an exchange between peers. The skills in this scenario are interchangeable as the student may spontaneously mand throughout the 5 minute recording. Most importantly is to record data on if there is 1 tact, 1 mand, appropriate proximity and eye contact made in this recording on the target student and the prompt level needed to complete this task.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance once within a 5 minute session and will be able to tact an item that a peer presents using a minimum of a 1 word utterance when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments.

What do I do if the student does not respond or ask appropriately?

If a student is not engaging in a verbal mand or tact, some important to questions to ask:

1. Are those items in the scene in the students’ vocabulary?

If the items in SiLAS are in currently in the students mand/tact vocabulary, then they should be taught in an intensive teaching program and then reattempted in SiLAS.

2. Does the student need to begin with a prompt and then a prompt fade?

Be careful with adding prompts as students can become prompt dependent if prompts are not faded out methodically. Make sure that you start with the least restrict prompt “gesture” and work your way toward “verbal or full physical” as needed.

3. Is the student able to engage in these exchanges in the classroom absent of the Silas software?

SiLAS is an engaging tool built for reinforcement of skills and to add another motivating source for students to learn social skills; however, if they do not have certain prerequisite skills outside of the software, it may not be effective. Ensure that you practice these skills in this curriculum both with and without the SiLAS software.

Additional information for your reference is available in the Prompt Fading packet following this curriculum.