Re: Prepositions Help - PPT

[Guest guest]

Here is the preposition protocol I developed and used to teach prepositions to

my son and other students:

Teaching Prepositions to an Intermediate Learner

Compiled by Barbera, RN, MSN, BCBA based on the work of Ms. Holly Kibbe.

Prepositions (C47 and G30 on the ABLLS)

Pick two sets of prepositions and gather 6 items (must be known tacts) for each

set of preopositions. You will designate a mobile item and a stationary item

for each set:

Over and Under --- pig (mobile)---book (stationary)

lollipop (mobile)--- scissors

(stationary)

star (mobile)---marker

(stationary)

In Front of and Behind --- hat (mobile)—crayon (stationary)

phone (mobile)—cup

(stationary)

car (mobile)—box (stationary)

Use one set from each to probe the tacts of all 4 prepositions first being

careful not to always start with “over†or any other prepositions. For

example use the lollipop and scissors to probe over and under and use the hat

and crayon to probe in front of and behind.

Ask “Where’s the lollipop†or “where’s the hat†or other mobile

item. Correct answer is “Over the scissors†not “over†because it is

also under the ceiling, next to another item—we want to elicit the location of

the item in relation to the stationary item.

Once you have probed the tacts and recorded “yes†or “no†on the probe

sheet, use the same items to probe the receptive skills of all 4 prepositions.

Instructor should hand student the mobile item and say “Put the lollipop under

the scissors†then “put the lollipop over the scissors.†Mark “yesâ€

or “no†on the probe sheet.

Teaching procedure is a mixture of receptive to tact and/or echoic to tact

transfers.

Put the lollipop over the scissors (gestural prompt if needed)….Where’s the

lollipop? “over the scissors.†Look the lollipop is under the scissors

…student will echo….â€right where’s the lollipop? “under the

scissors.â€

Mix in known responses in between sets and keep the VR low. Be careful to keep

the tacts of the items used within this program strong.

Once these are mastered within the sets, begin to generalize by combining sets

(using lollipop and marker together) but keeping the mobile items moving. Once

this is solid, start adding new stationary items and then generalizing within

the natural environment. Add 2 more sets of prepositions once over and under

and in front of and behind are mastered.

Hope that helps!!

_______________

Lynch Barbera, RN, MSN, BCBA

www.verbalbehaviorapproach.com

http://verbalbehaviorapproach.blogspot.com/

In a message dated 12/22/09 18:39:26 Eastern Standard Time, formydear9@...

writes:

Hello all - We have been struggling to teach prepositions to my daughter. At

school, last year she had a very sly teacher and he just taught her with one

object and never even bothered to genaralize and masterd her out of the program.

her new teacher is trying to really teach her this year. And we are alos trying

at home and oh boy it's HARD. Any ideas that worked for you all to teach

prepositions would be extremely helpful.

What we are trying is:

1. Make her recpetively do it, ex:put the crayon on top of the chair.

2.Then ask her expressivley where the crayon is, so we are doing it back to

back.

3.Also, we have place holders like a small paper that's on the top and at the

bottom just to give her a snese of what top and bottom is.

No luck with these and we are still struggling.

I heard from some one that one of the ways to do this with power point

presentations, may be as it's on the computer. Can I ask if any of you have any

ppts that you used to teach prepositions? If you can please send it to me that

would be great.

Thanks a lot in advance.

[Guest guest]

My daughter too struggles with this. The speech therapist also tried

some of these table-work types of techniques but the progress with her

was slow. My daughter's room is often messy and, when we clean it

together, I pick a group of items for her to be responsible for like Mr.

Potato Head pieces. The pieces are often scattered about the room. I

visually point to the object and say " His blue arm is next to the car "

or " on top of the table " or " under the chair " etc. This procedure (while

quite a slow cleaning process) gives her lots of receptive practice with

positional phrases. I would try the 3-D object approach first before

switching to 2D (on paper) and make sure those receptive (maybe

expressive) concepts are firm.

Hope this helps,

Aimee

formydear9 wrote:

>

>

> Hello all - We have been struggling to teach prepositions to my

> daughter. At school, last year she had a very sly teacher and he just

> taught her with one object and never even bothered to genaralize and

> masterd her out of the program. her new teacher is trying to really

> teach her this year. And we are alos trying at home and oh boy it's

> HARD. Any ideas that worked for you all to teach prepositions would be

> extremely helpful.

> What we are trying is:

> 1. Make her recpetively do it, ex:put the crayon on top of the chair.

> 2.Then ask her expressivley where the crayon is, so we are doing it

> back to back.

> 3.Also, we have place holders like a small paper that's on the top and

> at the bottom just to give her a snese of what top and bottom is.

>

> No luck with these and we are still struggling.

> I heard from some one that one of the ways to do this with power point

> presentations, may be as it's on the computer. Can I ask if any of you

> have any ppts that you used to teach prepositions? If you can please

> send it to me that would be great.

>

> Thanks a lot in advance.

>