Teaching the concept of parts to whole or part sof objects

[Guest guest]

My daughter is not getting the concept of parts of an object. She learnt the

parts of a car and house by rote, but she really doesn't get the meaning of it.

How should I go about teaching it?

Should I start with getting pictures of the parts and make her match them to the

object? Or do I just make her label each individual part on the object?

Please share your experience.Thanks.

[Guest guest]

Hi,

Just off the top of my head I would suggest going with 3D " real " objects first,

but there's no reason not to probe if 2D would be complementary, or better by

itself to somewhat start, (near the beginning, of getting things rolling of a

more comprehensive baseline evaluation) even, as easy as that would be to

establish in a relatively short time, of seeing what your data, including

graphs, (to make it easier to see and understand of a pattern you should be

looking for?) have to say in that respect.. .

3D? A Potato Head puzzle might be a good start, or other models, like with cars

and airplanes and people and things, especially that your student would be

interested in. For 2D, try jigsaw puzzles in that respect?

Extending the instruction to the real world (of NET) I believe would be

complementary in that respect, even if nothing more than of the " narrative " to

developing the receptive skills you would need to develop the base for the

expressive (of understanding even more? of the cognitive, even, where you would

want to run with, as reinforce, the higher functions that you're getting)

Thereof.. .

I believe Lynch Barbera has a blog that could provide you a more specific

answer with respect to a BCBA opinion in that regard, if you would scroll back

here on this board to find her latest post in that respect? (It's not far back

at all) I believe she would be good for that, where my answer doesn't (or

shouldn't?) entirely suffice I mean, where more answers would more likely, as

reasonably, perhaps, provide what you of your individual situation would need in

that respect of choices that would intuitively make sense for you, of how

intelligence and the cognitive (and justness, of Liberty, even if not

Especially) " sort of works, " is my sense of It, of what ABA more fundamentally

means to me as of " Communication, " Thereof (But of especially including the

" student " in that respect of the data that you're trying to make sense of of the

analysis of behavior? Something like that, where " any " communication trumps any

kind of behavior (otherwise?) where you're about that, of defining It so? of

your Understanding More, of Course, Thereof

Best wishes in that respect of the puzzle somewhat all fitting together as I see

It

Mike,

I ABA/J

ABA for Understanding

P.S. Experiences with our PDD son seemed to indicate as much, where tackling

conceptual problems from as many directions as possible (as available?) within

the context of our son's interests (of Communication) worked best, or so that's

my sense of what worked, for as much.. .

>

> My daughter is not getting the concept of parts of an object. She learnt the

parts of a car and house by rote, but she really doesn't get the meaning of it.

How should I go about teaching it?

>

> Should I start with getting pictures of the parts and make her match them to

the object? Or do I just make her label each individual part on the object?

>

> Please share your experience.Thanks.

>