Teaching Strategy – Preparing a simple snack

Teaching Strategy – Preparing a simple snack

Strategy (1 of 3): (Individuals Name) will follow at instructions given by his provider regarding snack preparation, with 3 or fewer prompts.

Capture natural opportunities to practice this by waiting until designated snack times. Motivation will be higher if (Individuals Name) is hungry when asked to participate in snack preparation. At the appropriate time, tell (Individuals Name) that it is snack time and discuss with (Individuals Name) what meal will be prepared (it should be a joint decision based on which snacks are currently available and each person’s preference). The food and the instructions should vary day-to-day.  However, it is helpful if the food is something he enjoys. After this point, provide (Individuals Name) with an instruction related to the preparation of the snack (e.g., put the ____ on a plate and put it into the microware for . . . ”). Give instructions which (Individuals Name) is physically able to complete.          should then independently complete the step. Once he has finished the first instruction, give a second instruction. When that one is complete, give a third one. After 3 instructions, you can stop or continue giving instructions based on how motivated          is. Allow (Individuals Name) to attempt each step, and only prompt him if he struggles with the step. At all times, start by attempting to prompt him with the least intrusive prompt; if he still is unable to complete the step, move to the next most intrusive prompt, etc., until he is successful with the step (e.g., if he forgets to grab an ingredient,  point to the cupboard with the ingredient before modeling how to get it). Remember that there should be NO verbal prompting as the instructions themselves are verbal. If (Individuals Name) does not complete the verbal instruction independently, proceed to a gestural prompt.

A maximum of three prompts should be given in each level. After three unsuccessful prompts, proceed to the next most intrusive prompt level.

Record data on how many prompts (Individuals Name) needs to complete all three steps (do not count the prompts separate for each instruction but instead get a total count for all three instructions combined). Also note which prompts were used and what the instructions were that were given.

A visual chart can be used to help (Individuals Name) . The steps required of (Individuals Name) can be listed out so that he can check each one as he goes. This would not necessarily count as a verbal prompt because without reading the list, he wouldn’t know what task he was supposed to do.