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Increase Sam's self esteem
Increase Sam's self confidence
Increase Sam’s self directed activities
Increase Sam's self knowledge by allowing him to use curiosity
See a specialist so they can make an observation
Have someone else evaluate you
Complete a published self evaluation
Complete a published check list
Fixed interval reinforcement
Verbal praise
Vocal reinforcement
Praising
Duration recording
Time Chart
Direct observation
Peer Review
Ask questions on why no one wants to interact with the student
Lecture the class about being kind to others.
Ask questions on what the student did
Lecture the class that they have to group up with the student
Ignore the fact and allow the student to fail
Involve the school counselor
Involve the school principle
Develop a contingency contract
Have a periodic attendance reward
Praise students that are not on the perfect attendance list
Give F's to students who do not come to class
Discipline students who did not come to school the next time they come to class
Add a rule that specifies that each student much switch centers weekly
Add a rule that specifies how may students can work in any one situation or another.
Add a rule that specifies how many time a student can select the same center
Continue to allow the student to select the same center because he or she is finishing first
Bob is out of line and should be disciplined
Bob is acting his age
Bob is just having fun
Bob is unruly
Organize the data
Developing an action plan
Evaluate the data
Turn in the data to school counselor
Behavior
Structure
Performance criterion
References
Use one student as an example to test out if he program works before you lecture other students
Creating the program as you go through out the lecture
Writing behavioral intervention program to teach dating behavior
Teaching the behavioral intervention program
Defining the targeted behavior
Discipline
Punish
Defining the students average point
Identifying a system of discipline
Identifying the average behavior
Identifying the problem
Identifying the target behavior
Reflection
Peer modeling
Persuasive skills
Peer demonstration
Mood contamination
Behavioral decomposition
Mood decontamination
Tension
Praise
Punishment
Reward
Discipline
Praise through physical items
Tangible reinforcers
Gifts
Reinforcements
Comprehension
Vocabulary
Semantics
Syntax
Self actualization
Computation
Socialization skills
Social self prophecy
Group contingency
Group actualization
Group analysis
Group behavioral management technique
Vocabulary
Fluency
Comprehension
Consistency
Spelling/Grammar comprehension
Physically Challenged
Stuttering is a speech disorder
Vocabulary comprehension
Abbreviation
Syntax
Comprehension
Spelling/Grammar
Listening
Talking
Comprehending
Spelling
Household conditions
Lack of education
Environment conditions related to poverty
Physical/Mental Abuse
The child is viewed and taught the same as others but does not want to pick up the new language and refuses to change
Student rebels
The use of inner city language is ignored and the child is viewed and taught the same as others.
The child is taught standard English but not allowed to use standard English at home
Heating
Cooing
Transition period
Translation
Attention Disorder (AD)
Aphasia Dysarthria (AD)
Attention Deficit Disorder (ADD)
Attention Deficit Hyperactivity Disorder (ADHD)
Attention Disorder (AD)
Attention Deficit Disorder (ADD)
Attention Deficit Hyperactivity Disorder (ADHD)
Echolalia
Functional
Pragmatics
Instamatic
Potential and academic performance
To place him/her in a regular classroom to see how the student communicates with others
Allow the student to use curiosity to find the problem and solution
Dialectic instructions that is designed to teach forms under a controlled set of instruction
Repeated instructions that is designed to teach forms under a controlled set of instruction
Oral expression and listening system
Rebus symbols system
Fine motor skills system
Phonemic system
Teaching functional skills and the alphabet
Allow the student to use curiosity and teaching functional skills
Peer on peer instruction and teaching functional skills
Direct instruction and teaching functional skills
Syntax
Writing
Vocabulary
Comprehension
Create a contract with the student to work at there own pace
Curiosity method to see what the child has mastered on his/her own
Hands on approach
Language experience approach
Find a tutor after school
Practice using irregular plurals in the speech and language itinerant program
Practice there grammar
Grammar programs after school
Puppetry and role playing with reading materials
Place student in a regular classroom until he feels conformable
Create opportunities for success with the student by allow him or her to select what hey want to do
Read to the student and allow the student to listen and focus
Word identification approach
Word decoding approach
Word configuration approach
Word recognition approach
Carrying a dictionary at all times
Reading the word multiple times
Spelling the word multiple times
Listening to speakers with large vocabularies
Hiring an assistant to aid the student
Electronic books
Voice recognition unit
Text to speech
Stay silent
COPS to begin the conversation
Find a picture of what you are about to talk about
Point at something to give clues about what you are about to talk about
Use short and clear directions; pair spoken message with visual stimulation
Simple words and short sentences
Popular visual images that are easy to understand
Easy to understand visual stimulation
Sound recognition
Behaved correctly in a classroom environment
Organization
Discriminated sound
How is he/she augmentative and alternative communication accepted by the local school board?
How is he/she augmentative and alternative communication user accepted by others?
How is he/she augmentative and alternative communication accepted by the state?
How is he/she augmentative and alternative communication accepted by the parents?
Phonological awareness training
Sound to text training
Multi-syllabic training
Spoken and clapping awareness training
Independent seat work
Guided discovery
Scaffolding
Monitoring
Guided approach
Independent approach
Structured approach
Constructed approach
Voice recognition
Text to speech recognition program
Notebook
Communication booklet
Word comprehension
Text recognition
Communication Board
Speech to text
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