TEACHING DEVELOPMENTALLY DISABLED CHILDREN :

THE ME BOOK
By O. Ivar Lovaas, Ph.D
(Pages 97-107)
By :
GYIDIAN UPA, S.Ked
K1A1 13 124

SUPERVISOR:
dr. JUNUDA RAF, M.Kes, Sp.KJ

By :
GYIDIAN UPA, S.Ked
K1A1 13 124

SUPERVISOR:
dr. JUNUDA RAF, M.Kes, Sp.KJ
 PHASE V: IMITATION OF VOLUME, PITCH, AND SPEED

Volume Imitation
Step 1: Begin by saying in a very loud voice one of the sounds that your child
can imitate.
Step 2: Make the second sound in a near whisper.
Step 3: You should now randomly rotate the loud sound and the soft sound
Step 4: Next introduce and train new sounds one at a time at either a loud or
a soft volume.
Step 5: make the child can appropriately match the volume of a sound the
first time that the sound is presented
Step 6: Begin teaching him the meaning of the words "loud" and "soft.
 PHASE V: IMITATION OF VOLUME, PITCH, AND SPEED

Pitch Imitation

Step 1: Begin by saying a sound that the child can imitate at a high pitch
Step 2: Present a second sound that the child can imitate
Step 3: The two sounds are now presented in random rotation
Step 4: Introduce new sounds next
Step 5: Begin to present a three-sound cue, such as "da-dee-da," saying the
sounds at different pitches (low-high-low) .
Imitation of Speed

Step 1: Begin by repeating a sound that the child can say three to
four times at a rapid speed.
Step 2: Now present a second cue at a slow rate.
Step 3: Present new cues at either a fast or a slow rate, and
shape the child's response on each cue until it matches the
speed of your presentation.
Step 4: Words that the child can imitate should be presented
next, and the child should be required to imitate the speed at
which the word is said as well as imitating the word itself.
CHAPTER 12 APPROPRIATE PLAY SKILLS

DRAWING
AND
WRITING

PLAYING
WITH
TOYS

PLAYING WITH
BLOCKS
PLAYING WITH BLOCKS Im here

Start with the simplest form

Now teach the child to handle two blocks

demonstrate building the construction

ask your child to build that structure

PLAYING WITH TOYS

One of the early tasks in teaching appropriate

play skills is to teach your child to play with
simple toys, such as dolls and trucks. Again, as
is the case with teaching block play, buy two
of each toys
DRAWING AND WRITING
DRAWING
The final goal of the program on drawing is to teach the child enough skills
so that he can draw recognizable figures and objects in response to your
request, "Draw a picture," or so that he will pick up a crayon and draw
when he sees crayons and paper

Step 1 : Tracing
draw a single horizontal line on a piece of paper. Give the child a crayon
and prompt him to trace directly over your pencil line

Step 2 : Copying
That is, the child must draw his lines next to, below, or above your lines

Step 3 : Advanced copying

Im here he can move on to copying small animals and plants, such as dogs,
cats, and flowers

Step 4 : Original drawing

the behavior can be shifted from imitation of your drawing to a
verbal request, such as "Draw a picture."
WRITING

Step 1 : Tracing

Step 2 : Copying

Step 3 : Advanced copying

Step 4 : Original writing

Im here
 TOY SELECTION
We have suggested that many developmentally
retarded children spend a great deal of their
time in primitive, repetitive, and monotonous
behavior in an apparent attempt to provide
their bodies with needed auditory, visual,
vestibular, proprioceptive, and tactile
stimulation
 Thank you

No questions !! thanks