Box 1 Morning: Letter Recognition Instructional Program.

Student: _______William___________________ Date: _____1/22/17________________

Objective Reinforcement

Objective: When William has letters of the Type: Social Praise – High five or knuckles; Break
alphabet placed in front of him, he will be Time – Allow him to have a minute for himself;
able to point to the correct letter when Music – Pandora radio
verbally requested.

Schedule of delivery: Social praise = After correctly

Functional Routine: He will do this daily points to letter requested; Break Time = After 5
during 3rd/7th period. trials are complete; Music = After at least two
sequential task boxes are completed.

Program Steps Error Correction

1) Get teach box #1 Stop:

2) A, B, C, D, E, etc. 5 in the box at a time until "Hold on. You need to wait."
a letter is passed off and then that letter will
Back-step:
be swapped out for a new one.
"That is (letter that was not requested)."
A) Take two letters and hold in front of
William Prompt: "I asked you to find (letter requested), can
you find (letter requested)?"
B) Ask for a specific letter

C) William will point to the letter requested

D) Put that letter aside and do for the

remaining letters

Discrete Skill

Location/Setting Criteria for Moving to Next Step

Functional skills classroom. Passing off a letter means successfully and

independently pointing to the letter requested
over the course of ten trials.

Materials Needed Prompt Strategy

Least to Most

Letter cards for the alphabet. The student is capable of pointing to an object
when requested. The student is learning to identify
 Plastic bin.
Instruction
Instruction/Cue:
"Point to (letter requested)."
Naturally occurring cue for the behavior:
Letter cards laid out on the desk.
Student Response/Behavior
The student will willingly go and get the
desired box and complete the alphabet task.
The student will select the requested letter
card from a set of cards. If the student can't
fully remember on his own, he will make an
attempt to point or ask for help.
Box 2 Morning: Shredding Papers Instructional Program
Student: _____William___________________________
Objective
Objective: When William has papers and a
shredder in front of him, he will understand
that he needs to complete the task of
shredding.
and may need gestural prompting and verbal
prompting when he does not point to the correct
letter card.
Generalization
Stimulus Factors:
Sees letters around the classroom.
Sees letters in the community.
Response Factors:
Will recognize letters.
Will point to letters when asked by different
people.
Special Considerations
Student has behaviors that may interrupt the task.
Offer a break only after the task is complete. Need
to review and explicitly say "this is the letter 'A'
now point to 'A'" when introducing new letters.
Date: ___1/22/18_______________
Reinforcement
Type: Social Praise – High five or knuckles; Break
Time – Allow him to have a minute for himself;
Music – Pandora radio
 Schedule of delivery: Social praise = After correctly
shreds a piece of paper; Break Time = After 5 trials
Functional Routine: He will do this daily
are complete; Music = After at least two sequential
during 3rd/7th period.
task boxes are completed.

Program Steps Error Correction

1) Get teach box #2 Stop:

2) Take the box to the shredder "Hold on. You need to wait."

3) Take one or two papers out of the box at a Back-step:

time
"That isn't what we do first, try again."
4) Put papers through the shredder
Prompt: "You need to get box two. Go and shred."
5) Continue until all papers in box are gone.

Total Task

Location/Setting Criteria for Moving to Next Step

Functional skills classroom. Complete previous step.

Materials Needed Prompt Strategy

Least to Most

Plastic bin The student is capable of finding the correct teach

box. The student is learning to identify the task at
Extra recycled paper for shredding
hand so gestural prompting and verbal prompting
An electric shredder will be needed if he does not continue the steps.

Instruction Generalization

Instruction/Cue: Stimulus Factors:

"You need to do the shredding." Sees papers by a shredder in the work place.

Sees papers by a shredder at home.

Naturally occurring cue for the behavior:

Papers next to recycling. Response Factors:

Box 2 icon on his desk. Will be able to identify that the papers need to be
shredded and will do the task.

Student Response/Behavior Special Considerations

The student will willingly go and get the

desired box and complete the shredding task.
 If he cannot remember the process he will This is a new task and some behaviors may happen
make an attempt or ask for help. because the change in routine. Continue through
the task and then offer a break if needed.

Box 3 Morning: Counting Clothes Pins Instructional Program

Student: ______William_____________________ Date: ______1/22/18_________

Objective Reinforcement

Objective: When William has number cards Type: Social Praise – High five or knuckles; Break
and clothes pins placed in front of him, he will Time – Allow him to have a minute for himself;
be able to put the correct number of clothes Music – Pandora radio
pins on the cards.

Schedule of delivery: Social praise = After correctly

Functional Routine: He will do this daily finishes one number card; Break Time = After 5
during 3rd/7th period. trials are complete; Music = After at least two
sequential task boxes are completed.

Program Steps Error Correction

1) Get teach box #3 Stop:

2) Start with number card 1, place 1 clothes "Hold on. The clothes pins need to be on the
pin on the circle on the card, count the total. circles."

3) Continue with the number cards all the way Back-step:

to 10.
"That is too many."

Prompt: "I asked you to put (number requested)

Discrete skill.
clothespins on, can you do (number requested)?"

Location/Setting Criteria for Moving to Next Step

Functional skills classroom. Complete previous step.

Materials Needed Prompt Strategy

Number cards up to ten with circle's Least to Most

corresponding to the digit displayed.
The student is capable of finding the correct teach
Clothes pins. box. The student is learning to identify numbers
 Plastic bin.
Instruction
Instruction/Cue:
"Count the clothes pins."
Naturally occurring cue for the behavior:
The clothes pins and number cards are on his
desk.
Student Response/Behavior
The student will willingly go and get the
desired box and complete the counting task. If
he cannot remember the process or cannot
successfully count, he will make an attempt or
ask for help.
Box 4 Morning: Shoe Tying Instructional Program
Student: ______William_______________________
Objective
Objective: When William has a model of a
shoe and laces placed in front of him, he will
be able to fulfill the task of tying a shoe.
Functional Routine: He will do this daily
during 3rd/7th period.
and corresponding amounts. May need gestural
prompting and verbal prompting when he does
not attempt the task.
Generalization
Stimulus Factors:
Sees objects in everyday life.
Response Factors:
Will be able to count the objects.
Will be able to place the objects in groups.
Special Considerations
Student has behaviors that may interrupt the task,
offer a break only after the task is complete.
Counting numbers may need to be reviewed if the
student will not make an attempt.
Date: _____1/22/18__________
Reinforcement
Type: Social Praise – High five or knuckles; Break
Time – Allow him to have a minute for himself;
Music – Pandora radio
Schedule of delivery: Social praise = After correctly
points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
sequential task boxes are completed.
 Program Steps Error Correction

1) Get teach box #4 Stop:

2) Open teach box "Hold on. Let's think about how to tie a shoe."

3) Take shoe model out of box Back-step:

4) Lace shoelace through holes "That is not the right hole. Try again"

5) Tie a knot at the bottom of the holes Prompt: "I asked you to tie a knot with the laces.
Can you tie a knot?"
6) Tie a bow

7) Double knot

Forward Chain
Location/Setting Criteria for Moving to Next Step

Functional skills classroom. Complete previous step correctly. Independently

or with prompting.

Materials Needed Prompt Strategy:

Plastic bin Most to Least

Shoe model (construction paper cut out and
laminated in the shape of a shoe)
Laces
We want to show the student the correct way of
tying a shoe so we will start with hand under hand
to show each step. Gradually give more
responsibility to the student (verbal, gestural,
none) when he shows knowledge of the step.

Instruction Generalization

Instruction/Cue: Stimulus Factors:

"Tie the shoe." Sees a shoe at home life.

Will see his shoe untied.

Naturally occurring cue for the behavior:

The box 4 icon on his desk. Response Factors:

The model of a shoe on his desk Will be able to tie the shoe.

Student Response/Behavior Special Considerations

The student will willingly go and get the Student has behaviors that may interrupt the task,
desired box and complete the task. If he offer a break only after the task is complete.
cannot remember the process or cannot
 successfully lace or tie, he will make an Model the entire task if the student will not make
attempt or ask for help. an attempt.

Box 5 Morning: Emotion Cards Instructional Program

Student: ____William___________________________ Date: __1/22/18___________________

Objective Reinforcement

Objective: When William has flash cards Type: Social Praise – High five or knuckles; Break
placed in front of him picturing different Time – Allow him to have a minute for himself;
emotions, he will be able to point to the Music – Pandora radio
requested emotion.

Schedule of delivery: Social praise = After correctly

points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
Functional Routine: He will do this daily
sequential task boxes are completed.
during 3rd/7th period.

Program Steps Error Correction

1) Get teach box #5 Stop:

2) Happy, mad, sad, hungry, tired, bored, "Hold on. You need to wait."
frustrated, annoyed, etc. 3 in the box at a
Back-step:
time until an emotion is passed off and then
that emotion will be swapped out for a new "That is (emotion that was not requested)."
one.
Prompt: "I asked you to find (emotion requested),
A) Go through each flash card and model can you find (emotion requested)?"
what that emotion may look like in real life.
Use facial expressions, gestures, and
vocalizations.

B) Take two emotions and hold in front of

William

B) Ask him to point to a specific emotion

 C) William will point to the emotion
requested
D) Request each emotion 5 times in a
random order.
Discrete Skill
Location/Setting
Functional skills classroom.
Materials Needed
Emotion flash cards with picture and word
Plastic bin
Instruction
Instruction/Cue:
"William, find (emotion requested)."
Naturally occurring cue for the behavior:
Box 5 icon located on his desk.
Flash cards on his desk and a modeled
emotion.
Student Response/Behavior
The student will willingly go and get the
desired box and complete the task. If he
cannot remember the process or cannot
successfully lace or tie, he will make an
attempt or ask for help.
Criteria for Moving to Next Step
Passing off a letter means successfully and
independently pointing to the letter requested
over the course of ten trials.
Prompt Strategy
Least to Most
The student is capable of pointing to an object
when requested. The student is learning to identify
and may need gestural prompting and verbal
prompting when he does not point to the correct
emotion card.
Generalization
Stimulus Factors:
William displaying a specific emotion.
Sees others displaying an emotion.
Response Factors:
Points to emotion card he is feeling.
Points to emotion card he believes they are
feeling.
Special Considerations
Student has behaviors that may interrupt the task,
offer a break only after the task is complete. The
emotions may need to be modeled again if the
student will not make an attempt.
 Box 1 Afternoon: Identifying Name Instructional Program
Student: ____William_______________________ Date: ____1/22/18________________

Objective Reinforcement

Objective: When William has a variety of Type: Social Praise – High five or knuckles; Break
name cards placed in front of him, he will be Time – Allow him to have a minute for himself;
able to identify and point to his own name. Music – Pandora radio

Functional Routine: He will do this daily Schedule of delivery: Social praise = After correctly
during 3rd/7th period. points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
sequential task boxes are completed.

Program Steps Error Correction

1) William, Allison, Ruth, Janice, Betty, Alan, Stop:

Avery, Omar, Rami, Nicholas, Cara, Isaac,
"Hold on. You need to wait."
Jacque, Makayla, Brittany, Carinna, Paolo
Back-step:
2) Random combination of names: 2, 3, 4, etc
until William can distinguish his name from "That is (incorrect name)."
the entire group as a whole.
Prompt: "I asked you to find your name William,
3) William, Wyatt, Wesley, Wayne, Walter, can you find William?"
Wren, Warren, Watson, Wallace, Warner,
Waylon, Wagner, Waylan, Wendall, Wolf,
Weston, Whitley, Weldon

4) Random combination of names: 2, 3, 4, etc

until William can distinguish his name from
the entire group as a whole.

5) William, Winston, Wiatt, Wicahpi, Wikolia,

Winslow, Winter, Wickham, Winfield, Winsor,
Winnie, Wickham, Wigman, Witaker, Witney

6) Random combination of names: 2, 3, 4, etc

until William can distinguish his name from
the entire group as a whole.
7) William, Wiley, Willis, Willie, Willard,
Wilbur, Wilhelm, Wilmer, Wilbert, Wilfredo,
Willa, Willmar, Willow, Wilma
8) Random combination of names: 2, 3, 4, etc
until William can distinguish his name from
the entire group as a whole.
Discrete skill.
Location/Setting
Functional skills classroom.
Materials Needed
Plastic tub
4 plastic bags (1 for each group)
Typed, cut out, and laminated name cards for
each individual name
Instruction
Instruction/Cue:
"Find your name. Find William."
Naturally occurring cue for the behavior:
Box 1 icon located on his desk.
Name cards dispersed on his desk.
Student Response/Behavior
The student will willingly go and get the
desired box and complete the task. If he
cannot remember the process or cannot
successfully lace or tie, he will make an
attempt or ask for help.
Criteria for Moving to Next Step
The student must be able to independently
identify his name from the random combination
with 100% accuracy over 10 trials.
Prompt Strategy
Least to Most
The student is capable of pointing to an object
when requested. The student is learning to identify
and may need gestural prompting and verbal
prompting when he does not point to the correct
name card.
Generalization
Stimulus Factors:
William sees his name in every day life.
Response Factors:
Will be able to identify the name William.
Will know that object relates to him.
Special Considerations
Student has behaviors that may interrupt the task,
offer a break only after the task is complete. His
name may need to be reviewed again if the
student will not make an attempt.
 Box 2 Afternoon: Folding Laundry Instructional Program

Student: _____William______________________ Date: _____1/22/18________________

Objective Reinforcement

Objective: When William has a laundry basket Type: Social Praise – High five or knuckles; Break
of clothes placed in front of him, he will be Time – Allow him to have a minute for himself;
able to take individual piece s of clothing out Music – Pandora radio
at fold them.

Schedule of delivery: Social praise = After correctly

points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
Functional Routine: He will do this daily
sequential task boxes are completed.
during 3rd/7th period.

Program Steps Error Correction

1) Get teach box #2 Stop:

2) Get laundry basket "Hold on. You need to wait."

3) Take one item of clothing out of the Back-step:

laundry basket at a time
"Let's try that again."
4) Fold each item and place in the teach box
Prompt: "I asked you to fold the shirt, can you fold
5) Continue steps 3 and 4 until the laundry it?"
basket is empty

Forward Chain
Location/Setting Criteria for Moving to Next Step

Functional skills classroom. Complete previous step correctly. Independently

or with prompting.

Materials Needed Prompt Strategy

Plastic tub Least to Most

Plastic laundry basket The student is capable of getting an object when

requested and has previous experience with
A variety of laundry (towels, shirts, socks)
folding towels. The student is learning to fold
different types of clothing and may need gestural

Instruction
Instruction/Cue:
"Fold the laundry William."
Naturally occurring cue for the behavior:
Box 2 icon on his desk
Laundry basket by his desk
Student Response/Behavior
The student will willingly go and get the
desired box and complete the task. If he
cannot remember the process or cannot
successfully fold the article of clothing, he will
make an attempt or ask for help.
Box 3 Afternoon: French Fry Instructional Program
Student: ____William_________________________
Objective
Objective: When William has model french
fries, containers, and tongs, he will be able to
count the correct amount of french fries for
the specifically labeled container.
prompting and verbal prompting when he does
not attempt to fold or folds incorrectly.
Generalization
Stimulus Factors:
William sees a basket of laundry at home
William sees a basket of laundry in a job setting
Response Factors:
William will be able to independently fold each
item of clothing from the laundry basket.
Special Considerations
Student has behaviors that may interrupt the task,
offer a break only after the task is complete.
Folding may need to be modeled if the student will
not make an attempt.
Date: ___1/22/18_______________
Reinforcement
Type: Social Praise – High five or knuckles; Break
Time – Allow him to have a minute for himself;
Music – Pandora radio
Schedule of delivery: Social praise = After correctly
points to letter requested; Break Time = After 5
Functional Routine: He will do this daily trials are complete; Music = After at least two
during 3rd/7th period. sequential task boxes are completed.

Program Steps Error Correction

Stop:

"Hold on. You need to wait."

Back-step:
Select one: "Let's try that again."
Discret Forwar Backw Total Prompt: "I asked you to fold the shirt, can you fold
e Skill d Chain ard Task
it?"
Chain

Location/Setting Criteria for Moving to Next Step

Functional skills classroom.

Materials Needed Prompt Strategy

The student is capable of getting an object when

requested and has previous experience with
folding towels. The student is learning to fold
different types of clothing and may need gestural
prompting and verbal prompting when he does
not attempt to fold or folds incorrectly.

Instruction Generalization

Instruction/Cue: Stimulus Factors:

Naturally occurring cue for the behavior: Response Factors:

Student Response/Behavior Special Considerations

The student will willingly go and get the Student has behaviors that may interrupt the task,
desired box and complete the task. If he offer a break only after the task is complete.
cannot remember the process or cannot
 successfully fold the article of clothing, he will Folding may need to be modeled if the student will
make an attempt or ask for help. not make an attempt.

Box 4 Afternoon: Stringing Beads Instructional Program

Student: ____William_________________________ Date: ___1/22/18_______________

Objective Reinforcement

Objective: When William Type: Social Praise – High five or knuckles; Break
Time – Allow him to have a minute for himself;
Music – Pandora radio

Functional Routine: He will do this daily

Schedule of delivery: Social praise = After correctly
during 3rd/7th period.
points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
sequential task boxes are completed.

Program Steps Error Correction

Stop:

"Hold on. You need to wait."

Back-step:
Select one: "Let's try that again."
Discrete Forward Backward Total Prompt: "I asked you to fold the shirt, can you fold
Skill Chain Chain Task
it?"

Location/Setting Criteria for Moving to Next Step

Functional skills classroom.

 Materials Needed
Instruction
Instruction/Cue:
Naturally occurring cue for the behavior:
Student Response/Behavior
The student will willingly go and get the
desired box and complete the task. If he
cannot remember the process or cannot
successfully fold the article of clothing, he will
make an attempt or ask for help.
Box 5 Afternoon: Picture Card Instructional Program
Student: ____William_________________________
Objective
Objective: When William
Prompt Strategy
The student is capable of getting an object when
requested and has previous experience with
folding towels. The student is learning to fold
different types of clothing and may need gestural
prompting and verbal prompting when he does
not attempt to fold or folds incorrectly.
Generalization
Stimulus Factors:
Response Factors:
Special Considerations
Student has behaviors that may interrupt the task,
offer a break only after the task is complete.
Folding may need to be modeled if the student will
not make an attempt.
Date: ___1/22/18_______________
Reinforcement
Type: Social Praise – High five or knuckles; Break
Time – Allow him to have a minute for himself;
Music – Pandora radio
Functional Routine: He will do this daily Schedule of delivery: Social praise = After correctly
during 3rd/7th period. points to letter requested; Break Time = After 5
trials are complete; Music = After at least two
sequential task boxes are completed.

Program Steps Error Correction

Stop:

"Hold on. You need to wait."

Back-step:
Select one: "Let's try that again."
Discrete Forward Backward Total Prompt: "I asked you to fold the shirt, can you fold
Skill Chain Chain Task
it?"

Location/Setting Criteria for Moving to Next Step

Functional skills classroom.

Materials Needed Prompt Strategy

The student is capable of getting an object when

requested and has previous experience with
folding towels. The student is learning to fold
different types of clothing and may need gestural
prompting and verbal prompting when he does
not attempt to fold or folds incorrectly.

Instruction Generalization

Instruction/Cue: Stimulus Factors:

Naturally occurring cue for the behavior: Response Factors:

.

Student Response/Behavior Special Considerations

The student will willingly go and get the
desired box and complete the task. If he
cannot remember the process or cannot
successfully fold the article of clothing, he will
make an attempt or ask for help.
Student has behaviors that may interrupt the task,
offer a break only after the task is complete.
Folding may need to be modeled if the student will
not make an attempt.